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LIBRARY 

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INTRODUCTORY 


Language   Work 


A  Simple,  Varied,    and  Pleasing, 

BUT   Methodical, 

Series  of  Exercises  in  English 

TO  Precede  the  Study  of  Technical  Grammar. 


BY 


alonzo  reed,  a.m., 

AUTHOR  OF  "  WORD  LESSONS,"  AND  JOINT  AUTHOR  OF  "  REED  AND  KELLOGG'S 
LESSONS    IN    ENGLISH,"   ETC. 

JOHfl  S.  PRELL 

Civil  &  Mechanical  Engineer. 

SAH  FRANCISCO,  CAL. 

NEW  YORK 

Maynard,   Merrill,   &  Co.,   Publishers 

29,  31  &  33  East  iqth  Street 


Copyright,  1898,  by 
ALONZO  REED. 


J?JiuZ(xl' 


G.A-. 


Press  of  J.  J.   Little  &  Co. 
Astor  Place.  New  York 


laa  to  ub. 
GIFT 


Ksxz 

A.  A.t^'uXAMb 

Language  Work  in  the  Elementary  Grades. 

A  Talk  with  Teachers. 

Should  Language  be  Taught  Directly ^  or  only  Inci- 
dentally ? — Careful  and  intelligent  experiment  has  of  late 
cleared  away  much  of  the  fog  of  conflicting  theory  and 
method  surrounding  the  subject  of  language  teaching,  so 
that  it  is  now  beginning  to  take  definite  form  and  to 
receive  rational  treatment. 

The  theory  that  language  is  best  taught  indirectly 
through  a  series  of  ''information  lessons'"  is  giving  place 
to  the  conviction  that  the  chief  business  of  the  language 
teacher  is  with  the  adaptation  of  the  expression  to  the 
thought.  It  is  impossible  to  carry  on  a  course  of  object 
lessons  and  a  course  of  language  lessons  together  and  make 
both  consecutive  and  progressive.  One  must  .be  sacrificed 
to  the  other,  and  it  is  invariably  the  language  work  that 
gives  way.  It  is  comparatively  easy  to  make  a  series  of 
object  lessons  continuous  or  to  fill  up  the  time  of  recitation 
with  general  information,  while  it  is  extremely  difficult  to 
bring  oral  language  lessons  within  any  well-defined  plan  or 
purpose. 

That  there  are  forms  and  principles  of  language  which 
may  be  presented  at  an  early  age  and  made  to  govern  the 


INTRODUCTORY  LANOUAOE   WORK. 


pupils^  practice  through  life,   and  that  such   forms   and 
principles  should  be  taught   directly,  systematically,  and 
persistently,  are  conclusions  now  quite  generally  accepted. 
Is   Oral    Teaching   Methodical   and   Permanent? — 

The  fact  that  teachers  after  years  of  experiment  have 
"become  dissatisfied  with  the  very  uncertain  results  of  oral 
instruction  is  evidenced  by  the  growing  demand  from  our 
iDCst  schools  for  a  text-book  suitable  for  the  pupils^  use  and 
for  class-room  drill. 

Without  a  drill  book  in  the  hands  of  the  pupils  there  is 
necessarily  a  serious  loss  of  time  in  getting  written  exer- 
cises before  the  class,  and  in  repeating  instruction  to 
laridge  over  breaks  caused  by  lack  of  attention  or  by  irregu- 
lar attendance.  But  with  the  best  effort  of  both  teacher 
and  class,  young  pupils  find  it  almost  impossible  so  to  hold 
their  oral  instruction  in  memory  as  to  be  able  to  look  back 
over  the  successive  steps  and  get  a  bird's-eye  view  of  the 
different  lessons  in  their  proper  relations. 

A  successful  teacher  will  give  much  oral  instruction,  and 
will  throw  his  own  personality  into  his  work.  The  impor- 
tance of  bringing  the  instructed  mind  of  the  teacher  into 
•direct  contact  with  the  uninstructed  mind  of  the  pupil 
should  not  be  undervalued.  But  unless  oral  work  is  sup- 
plemented by  a  rational  text-book,  it  must  lack  continuity 
and  permanency.  Besides,  getting  instruction  from  the 
printed  page  is  an  essential  part  of  language  training. 

Matter  and  Method  of  the  Language  Book, — The 
more  thoughtful  teachers  are  beginning  to  question  the 
wisdom    of    those    courses    of    language   study   in   which 


A    TALK   WITH  TEACHERS. 


spelling,  pronunciation,  technical  grammar,  pictures  for 
imaginative  stories,  poetry  for  memorizing  and  paraphras- 
ing, information  lessons,  and  other  miscellaneous  matter 
are  prescribed,  with  no  line  of  connection,  no  beginning, 
no  middle,  no  end. 

Why  should  the  study  of  our  mother  tongue  be  made  the 
one  exception  to  Burke's  motto,  "  Good  order  is  the  foun- 
dation of  all  good  things  "  ?  And  is  it  true  that  language 
books  must  needs  be  filled  with  the  odds  and  ends  of  various 
subjects  because  there  is  so  little  to  be  done  in  the  study  of 
language  proper  ? 

Spelling  and  Pronunciation. — Since  'language  lessons''  are 
supposed  to  deal  mainly  with  related  ideas,  why  should  a 
language  book  be  interlarded  with  lessons  in  pronuncia- 
tion and  spelling,  when  these  subjects  are  amply  provided 
for  in  two  other  text-books  of  the  same  grade — the 
'^reader''  and  the  ^^ speller''  ? 

Technical  Grammar. — All  instruction  that  aims  chiefly  to 
lay  a  foundation  for  technical  grammar  is  out  of  place 
in  the  primary  grades.  There  are,  however,  certain  gram- 
matical forms  that  should  be  brought  to  the  pupils'  notice 
as  early  as  possible,  and  worked  into  practice  by  constant 
repetition. 

Pictures  for  Stories. — Pictures  to  aid  in  imaginative  story- 
writing  may,  for  occasional  exercises,  serve  a  useful  pur- 
pose ;  but  when  they  are  introduced  into  the  language 
book  and  kept  constantly  before  the  pupils  as  composition 
lessons,  the  story-writing  loses  the  very  important  element 
of  freshness  and  surprise.     Such  exercises  are  much  more 


6  INTRODUCTORY  LANGUAGE   WORK. 

interesting  and  successful  if  the  picture  is  first  presented 
by  the  teacher  at  the  hour  of  recitation.  There  is  danger 
of  overdoing  this  feature  of  composition  work. 

Poetry- — The  reproduction  of  stories  found  in  poems 
is  an  exercise  of  extremely  doubtful  utility.  When  we 
remember  that  the  story  is  one  of  the  most  remote  of  the 
poet's  purposes,  and  that  the  noblest  poems  of  our  language 
drop  into  insignificance  when  reduced  to  "  plot "'  or  ^'  argu- 
ment/' it  will  be  seen  how  positively  harmful  it  must  be 
for  the  young  student  to  get  the  impression  that  his  feeble 
story  reproduction  is  in  any  sense  a  measure  of  the  beauti- 
ful thought  of  a  great  poet. 

Concerning  the  use  of  poetry  for  written  paraphrase, 
Laurie  says  :  ''A  more  detestable  exercise  I  do  not  know. 
It  is  an  impious  and  unholy  use  of  pen  and 'ink.''  *  Bain, 
after  quoting  one  of  the  best  attempts  at  paraphrasing 
poetry,  remarks:  ''It  has  stripped  the  passage  of  its 
poetical  beauty,  and  has  not  made  a  good  piece  of  prose. 
It  is  an  operation  without  assignable  result."  f 

The  translating  of  poetry  into  prose  by  simply  changing 
the  order,  supplying  ellipses,  and  revoking  poetic  licenses, 
is  a  profitable  exercise  for  grammar  grades. 

In  the  primary  grades,  all  pupils  able  to  write  should 
occasionally  copy  from  the  blackboard  and  memorize  short 
selections  of  poetry.  The  teacher's  chief  aim  should  be 
to  help  the  pupils  to  see  the  beauty  of  the  word-pictures, 

*  "  Lectures  on  Language  aud  Linguiatic  Method,"  delivered  iu  tlio  University  of 
Cambridge,  England. 

+  "On  Teaching  English." 


A    TALK   WITH   TEACHERS. 


to  appreciate  the  rhythmic  flow  of  the  language,  and  to 
get  into  sympathy  with  the  sentiment.  Here  the  text- 
book can  be  of  little  aid.  The  teacher  certainly  does 
not  need  to  be  told  when  and  where  he  can  best  find  oppor- 
tunity to  introduce  such  general  exercises. 

Plan  of  this  Book — Observation  and  Practice, — Ex- 
treme reaction  from  abstract  and  formal  methods  has 
popularized  the  theory  that  precision  in  language  comes 
only  from  practice,  and  that  the  child  should  constantly 
be  exercised  in  expressing  his  own  thought  in  his  own  lan- 
guage. How  progress  is  to  bo  attained  by  confining  him 
to  the  feeble,  commonplace  expression  of  his  own  feeble, 
commonplace  thought  does  not  appear. 

Excellence  in  language  is  attained  through  observation 
and  practice. 

In  his  lecture,  "  On  tho  Study  of  Literature/'  Morley 
says :  "  So  far  as  my  observation  has  gone,  men  will  do 
better  if  they  seek  precision  by  studying  carefully  and 
with  an  open  mind  and  a  vigilant  eye  the  naodels  of  writ- 
ing, than  by  excessive  practice  of  writing  on  their  own 
account." 

Pupils  should  occasionally  write  original  compositions — 
frequently,  if  the  teacher  can  give  the  individual  attention 
that  will  make  them  helpful.  It  has  truly  been  said  that 
we  cannot  know  that  we  possess  language,  or  anything 
else,  till  "we  can  use  it.  It  is  equally  true  that  we  must 
acquire  language  before  we  can  use  it. 

Distinguished  masters  and  students  of  style  are  agreed 
that  good  language  is  got  chiefly  by  the  careful  study  of 


S  INTRODUCTORY  LANOUAOE   WORK. 

good  models.  ^'  Exhaustive  observation/^  says  Spencer, 
"is  an  element  in  all  great  success/'  This  all-important 
feature  of  language  training  has  been  most  strangely 
neglected. 

In  the  following  lessons  will  be  found  a  connected  and 
progressive  series  of  exercises  in  observation  and  practice. 
Most  of  the  drill  work  will  be  found  under  the  two  heads, 
What  to  See  and  Wliat  to  Do. 

The  Sentence  and  the  Paragraph — The  sentence,  the  unit 
of  language,  is  examined  with  regard  to  its  meaning,  its 
"written  form,  and  its  relation  to  the  paragraph. 

Very  early  in  the  work  the  paragraph  is  presented  as  a 
part,  or  division,  of  the  story,  and  its  content  and  its  form 
are  carefully  noted. 

Pupils  are  led  to  use  the  imagination  in  making  word- 
pictures  from  outlines — dressing  up  the  bare  statements 
of  a  story  or  a  description  by  adding  appropriate  helping 
words  and  phrases.  They  are  taught  to  combine  and 
arrange  these  statements  in  various  ways,  so  as  to  secure  a 
natural  and  easy  flow  of  thought.  Their  attention  is  called 
to  the  importance  of  keeping  up  interest  and  of  holding  the 
most  important  things  for  the  final  outcome. 

Chief  Parts   and  their  Helpers In    connection    with    this 

work,  and  as  an  essential  part  of  it,  the  sentence  is  exam- 
ined for  its  chief  parts.  The  forms  and  the  relations  of 
these  parts  are  taught  by  easy,  informal  exercises  in  seeing 
and  doing. 

Around  the  chief  words  the  pupils  are  taught  to  group 
the  different  helping  Avords  and  phrases,  not  as  a  work  of 


A    TALK   WITH  TEACHERS.  9 

formal  analysis,  but  as  a  simple  process  of  noting  what 
words  do  and  mean  as  they  are  used  in  the  sentence. 

There  is  nothing  within  the  whole  range  of  language  study 
more  profitable  than  this.  When  the  pupil  has  acquired 
the  habit  of  noting  the  chief  words  of  a  sentence  at  a 
glance,  he  has  laid  the  most  solid  foundation  for  regulating 
his  own  language  and  for  observing  the  language  of  others. 

Cobbett  says  that  half  of  all  grammatical  errors  come 
from  not  ascertaining  the  nominative.  But  going  beyond 
the  mere  matter  of  grammatical  correctness,  this  work  of 
noting  what  words  and  phrases  do  furnishes  the  only  intel- 
ligent means  of  learning  how  to  get  ideas  into  good  arrange- 
ment— a  difficulty,  as  Bain  suggests,  greater  than  all  other 
difficulties  put  together. 

The  Thought  and  the  Language  of  the  Szercises Although 

these  lessons  deal  primarily  with  expression,  the  expression 
is  considered  in  its  concrete  relation  to  the  thought.  The 
aim  has  been  to  present  such  exercises  as  will  incidentally 
convey  information  and  stimulate  original  thought.  Some 
of  the  lessons  designed  for  composition  work  will  lead  the 
pupil  into  sympathy  with  nature,  and  with  what  is  noble 
and  heroic  in  character. 

The  language  employed  is  intended  to  be  in  advance  of 
the  pupil's  own  language.  The  child  enjoys  the  effort  of 
Teaching  up  for  what  is  a  little  above  him,  but  is  disgusted 
■with  attempts  to  talk  down  to  his  level. 

Common  Errors. — Special  effort  has  been  made  to  aid 
pupils  in  forming  correct  habits  of  language  where  there 
is  most  danger  of  falling  into  bad  habits.     Forms  liable  to 


10  INTRODUCTORY  LANGUAGE   WORK. 

misuse  are  noticed  incidentally  till  the  development  of  the 
work  gives  opportunity  for  treating  them  thoroughly. 

Frequent  repetition  of  correct  forms,  and  reasons  reached 
through  simple  processes  of  observation,  are  both  employed 
to  secure  right  habits.  The  sentences  given  for  repetition 
are,  for  obvious  reasons,  colloquial,  rather  than  literary,  in 
their  character. 

Abstract  Terms. — Abstract  and  technical  terms  are  here 
generally  avoided.  They  frighten  young  children,  and 
make  the  natural  and  easy  seem  unnatural  and  difficult. 

Letter-writing — Letter- writing  receives  extended  and  care- 
ful treatment.  Models  are  given  for  copying.  Important 
points  are  emphasized  and  different  forms  impressed,  by 
searching  observation  lessons,  and  for  everything  thus 
taught  the  pupil  is  held  responsible  in  the  dictation 
exercises. 

Opportunity  for  Work,  —  As  a  means  of  getting 
thought,  as  well  as  of  expressing  thought,  systematic 
training  in  the  observation  and  practice  of  language  cannot 
begin  too  early  nor  continue  too  persistently.  There  cer- 
tainly can  be  no  lack  of  legitimate  work  for  the  language 
teacher. 

It  is  not  claimed  for  this  series  of  exercises  that  they  will 
enable  the  pupil  to  overcome  all  the  difficulties  of  lan- 
guage. When  we  have  put  the  young  child's  feet  in  the 
right  path  and  given  him  an  impulse  in  the  right  direction, 
we  have  done  much.  A.  R. 


To  the  Teacher. 

Suggestions   on   the   Use   op   the   Following 
Lessons. 

Exercises  under  the  Head  of  "What  to  See"  may  be  read  in  the 
class,  one  pupil  reading  a  question  and  another  giving  the  answer, 
and  so  on.  The  remarks  found  with  these  questions  should  also  be 
read  and  discussed.  The  teacher  should  see  that  every  form  or  prin- 
ciple in  the  illustrative  exercises  is  impressed.  The  pupils  may  be 
stimulated  to  closer  observation  by  being  assured  that,  after  closing 
the  books,  they  are  to  write  similar  sentences. 

Copied  exercises  may  be  exchanged,  and  corrected  from  the  book  by 
the  pupils. 

Oral  Composition  Lessons  should  generally  precede  the  written. 
Each  pupil-  should  be  called  upon  to  tell  some  part  of  the  story,  or  to 
put  in  different  language  what  has  been  told  by  another.  The 
clearest  and  neatest  of  these  sentences  should  be  put  on  the 
board. 

The  teacher  should  use  every  effort  to  secure  a  smooth  flow  of 
thought  from  one  sentence  to  another,  an  easy  transition  from  one 
paragraph  to  another,  and  a  natural  outcome  for  the  whole  story  or 
description. 

The  Correction  of  Written  Compositions  is  most  effective  when 
done  in  the  presence  of  the  pupils  at  the  time  of  recitation.  The 
teacher,  certainly,  has  no  right  to  unfit  himself  for  his  duties  in  the 


12  INTRODUCTORY  LANGUAGE   WORK. 

classroom  by  giving  all  his  leisure  hours  to  the  correction  of  compo- 
sitions. 

While  the  pupils  are  writing  their  exercises,  the  teacher  can  pass 
from  one  to  another,  making  corrections  and  helpful  suggestions. 
The  slower  pupils  may  need  to  rewrite  their  work  after  the  recitation, 
hour. 

Some  of  the  compositions  should  be  read  in  the  class.  General 
errors  should  be  corrected  and  explained  by  the  aid  of  the  blackboard. 

If  the  work  of  one  ''Lesson"  cannot  be  well  done  in  the  period  for 
recitation,  let  the  "  Lesson  "  be  divided. 

For  Additional  Sxercises  in  Composition  the  teacher  may  read 
to  the  class  short  stories  or  selections.  As  each  paragraph  is  read,  the 
pupils  should  tell  what  it  is  about.  The  outline  thus  obtained  should 
be  put  on  the  board.  The  whole  selection  may  then  be  read  the  second 
time,  and  the  pupils  may  reproduce  it  in  paragraphs  to  correspond 
with  the  outline. 

It  is  better,  for  obvious  reasons,  that  these  selections  for  reproduc- 
tion should  not  be  in  the  pupils'  language  books. 

Sentences  to  Guard  against  Common  Errors  are  given  in  the 
full  and  correct  form  for  repetition.  Thus  the  eye,  the  tongue,  and 
the  ear  are  trained  together.  For  tests,  these  exercises  may  be  put  on 
the  board  or  dictated  with  blanks  to  be  filled. 

By  questions  and  various  devices  the  teacher  should  create  occasion 
for  continuing  the  use  of  those  expressions  in  which  he  finds  his  pupils 
liable  to  err.  He  should,  with  unremitting  vigilance,  correct  all  errors 
made  by  the  pupils  in  conversation  or  in  recitation.  Reasons  and 
references  to  the  text-book  should  be  given  as  soon  as  the  pupils  are 
prepared  for  them. 


INTRODUCTORY   LANGUAGE  WORK, 


PART    FIRST. 


To  the  Teacher. — It  is  important  for  the  teacher  to  see  that  the 
following  lesions  form  a  connected  course  of  instruction,  that  the  rela- 
tion of  a  topic  or  a  principle  to  what  precedes  or  follows  determines  its 
place  of  introduction,  and  that,  instead  of  formal  reviews,  composi- 
tion and  observation  exercises  are  so  designed  that  the  different 
principles  presented  arc  kept  in  constant  application. 

The  four  different  kinds  of  sentences  and  the  three  terminal  marks 
are  introduced  in  the  first  ten  lessons  as  a  necessary  foundation  for 
intelligent  composition  work.  As  subsequent  exercises  repeat  and 
continue  the  instruction  given  in  these  lessons,  to  extend  this  intro- 
ductory work  beyond  a  simple  and  clear  presentation  would  be  bad 
economy. 


LESSON     1. 

statements  —  Capitals  —  Period. 

To  the  Teacher. — If  the  pupils  are  allowed  to  copy  this  outline  of 
the  ant,  and  to  talk  about  it  and  about  the  statements  below,  it  will 
give  a  keener  interest  to  these  exercises.  A  valuable  oral  lesson  is 
here  suggested. 


14  INTRODUCrOBT  LANGUAGE    WORK. 

The  observation  exercises  added  to  these  lessons  may  be  read  with 
the  pupils  in  an  easy,  conversational  way.  Lead  the  pupils  to  talk 
freely,  but  to  a  purpose. 


Copy  the  following  very  carefully : — 

O^-^-^S^  .^^tn^^ytyC^::^'  ^9^Z.6^CZy^  ^Ay^r^^^^i^sA^. 


j^^TT-^-^t^ /^^^^'^^  ^-^^a^-^^^^^ci^-i^-^^zS:^ 


CM/lS<d^^.-t^r2A6^0^yCZ4^^ 


What  to  See. — The  first  group  of  words   above   begins 
with  what  kind  of  letter  ? 

Describe  the  mark  after  the  last  word  of  this  group. 

You  may  call  this  mark  a  Period. 

Tell  how  each  of  the  other  groups  begins  and  ends. 


STA  TEMENTS—  CAPITALS— PERIOD.  15 

Does  each  group  make  sense  by  itself  ? 
Leave  out  huild  from  the   first  sentence,  and   then  see 
whether  it  will  make  sense. 

Will  it  make  sense  if  you  leave  out  ants  ? 

Will  it  make  sense  if  you  leave  out  the  last  two  words  ? 

Dictation  Exercises. 

To  the  Teacher. — After  copying  these  sentences,  the  pupils  may 
turn  their  slates  over  and  write  the  same  from  dictation. 

Original   Statements. 

Each  pupil  may  write  one  sentence  of  his  own.     Such  sentences  will 
probably  be  suggested  by  the  oral  exercise. 


LESSON     II. 

Statements  —  Capitals  —  Period. 

To  the  Teacher. — The  statements  below,  with  the  cut  in  the  pre- 
ceding lesson,  will  suggest  an  oral  exercise. 

Copy  these  lines  very  neatly  : — 


16  INTRODUCTORY  LANGUAGE   WORK. 

What  to  See, — How  many  periods  have  you  just  copied  ? 
How  many  groups  of  words  making  complete  sense  ? 
With  what  kind  of  letter  does  each  group  begin  ? 
What  do  you  find  at  the  end  of  each  group  ? 

A  group  of  words  mahing  complete  sense  is  a  Sen- 
tence. 

In  writing  several  sentences  together  we  must  show 
where  one  ends  and  another  begins. 

EXERCISE. 

This  little  body  has  three  parts  all 
insects  have  three  parts  ants  are  busy- 
creatures  they  run  about  on  six  legs. 

What  to  See, — Can  you  read  the  sentences  in  these  lines 
as  easily  as  you  can  the  same  sentences  at  the  beginning  of 
this  lesson  ? 

Find  all  the  differences. 

How  may  the  different  sentences  be  kept  apart  ? 

Of  what  use  is  the  period  ? 

How  do  capitals  help  ? 

How  do  we  show  where  one  sentence  ends  and  another 
begins  ? 

Dictation  Exercise. 

To  the  Teacher. — These  sentences  may  be  written  from  dictation 
and  then  compared  with  the  book  for  correction. 

Original    Statements. 

Each  pupil  may  write  a  sentence  of  his  own. 


STATEMENTS— CAPITALS-PERIOD.  17 

LESSON     III. 

Statements  —  Capitals  —  Period. 
Copy  the  sentences  helow  and  notice  all  ahout  them : — 


C2^n^^^  yi:7/7^2^Z<^^L^ 


Qh^zy'^^n-^J^^/2^^ 


What  to  See. — How  many  sentences  have  you  copied  ? 

How  do  you  find  out  ? 

How  many  lines  in  the  first  sentence  ? 

Which  line  begins  farther  to  the  right  than  the  other  ? 

How  does  the  first  line  in  each  of  the  other  sentences 
begin  ? 

Notice  that  the  first  syllable  of  feel-ers  is  on  one  line, 
and  the  second  syllable  on  the  next  line. 
2 


18  INTRODUCTORY  LANGUAGE   WORK. 

It  would  be  wrong  to  divide  a  syllable. 
I^otice  the  little  mark  aiter  feel-. 

This  shows  that  the  word  will  be  finished  on  the  next 
line. 

Additional   "Work. 

To  the  Teacher. — The  pupils  may  give  orally  the  facts  related  in 
the  preceding  lessons.  They  may  be  led  to  vary  their  statements  and 
to  join  them  into  connected  stories. 

Some  of  the  best  sentences  may  be  put  on  the  blackboard  or  the  slates. 

Attention  may  be  called  to  the  apostrophe  in  these  exercises,  with- 
out attempting  a  full  explanation. 

Dictation   Exercise. 

Let  the  pupils  write  the  script  sentences  from  dictation. 

LESSON     IV. 

Questions  — Question    Marl<  —  Capitals. 

To  the  Teacher. — An  oral  lesson  on  the  spider  is  here  suggested. 
The  outline  of  the  spider  is  made  simple  for  copying. 


QUESTIONS— QUESTION  MARK— CAPITALS.  19 

Copy  the  five  lines  helow  : — 


What  to  See, — Does  the  first  group  of  words  above  make 
sense  ? 

What  do  we  call  a  group  of  words  that  makes  sense  ? 

Does  the  first  sentence  tell  us  something  about  spiders  ? 

What  does  it  do  ? 

What  does  the  second  sentence  do  ? 

Tell  what  each  of  tlie  others  does. 

Then  each  of  these  sentences  is  a  question. 

The  little  crooked  Question  Mark  at  the  end  helps  to 
show  this. 

In  the  sentences  before  this  lesson  we  tell,  or  state, 
something — make  Statements. 

In  these  sentences  we  ash  about  something — make  Ques- 
tions. 

With  what  kind  of  letter  does  each  question  above 
begin  ? 

What  mark  is  put  at  the  end  of  each  question  ? 


20  INTRODUCTORT  LANGUAGE  WORK. 

Dictation  and    Original  Work. 

To  the  Teacher. — The  questions  found  in  script  may  be  written 
from  dictation. 

Pupils  may  write  one  or  more  sentences  of  their  own. 

LESSON     V. 

Questions    and    Statements  — Question    Mark  — 
Period  —  Capitals. 

Copy  the  sentences  lelow  : — 


P 


What  to  See, — Which  of  the  groups  above  are  sentences  ? 

Which  may  be  called  statements  because  they  state,  or 
tell,  something  ? 

Which  are  questions  ? 

With  what  kind  of  letter  does  each  of  these  sentences 
begin  ? 


QUESTIONS  AND  STATEMENTS.  21 

Notice  the  end  of  each  sentence. 
What  do  the  statements  end  with  ? 
■    What  do  the  questions  end  with  ? 
Make  the  question  marh  neatly. 

Dictation  and   Original   TVork. 

To  the  Teacher. — The  script  sentences  may  be  dictated.  Pupils 
may  change  orally  one  kind  to  the  other.  Some  of  the  pupils'  own 
sentences  may  be  written.  (See  suggestion  concerning  the  apostrophe. 
Lesson  III.) 

LESSON     VI. 

Questions  and  Statements  — Question   Mark- 
Period  —  Capitals. 

Copy  the  sentences  helow  : — 


cU^^^^.AAyU:/s4A^^ 


22  INTRODUCTORY  LANGUAGE  WORK. 

What  to  See. — How  many  sentences  do  you  find  in  the 
first  five  lines  ? 

How  do  you  find  out  ? 

Will  the  first  make  sense  if  we  leave  out  are  ? 

How  is  the  first  separated  from  the  second  ? 

From  the  '^  exercise  ^^  in  Lesson  II.  what  did  you  learn 
about  the  use  of  the  period  ? 

Can  the  question  mark,  as  well  as  the  period,  help  to 
show  where  one  sentence  ends  and  another  begins  ? 

How  many  sentences  in  the  last  two  lines  ? 

Tell  how  each  of  the  five  sentences  begins  and  ends. 

All  the  five  sentences  are  about  the  spider.  In  the  first 
three  we  talk  about  the  spider's  two  parts,  so  we  may  begin 
one  sentence  right  after  another  and  make  of  the  three 
one  group. 

In  the  last  two  sentences  we  talk  about  the  spider's 
looks,  so  we  may  make  one  group  of  these. 

How  are  these  groups  of  sentences  separated  ? 

What  two  lines  begin  farther  to  the  right  than  the 
others  ? 

Notice  the  little  mark — hyphen — after  mah-  at  the  end 
of  the  fourth  line.  It  separates  two  syllables.  (See  Les- 
son III.) 

Dictation  Exercises. 

To  the  Teacher. — In  dictating  these  exercises  let  special  attention 
be  given  to  the  way  in  which  the  groups  are  separated. 

The  length  of  the  pupils'  fines  should  correspond  to  the  width  of  the 
paper  or  slate  used,  rather  than  to  the  copy. 


JOINING  SENTENCES.  23 


LESSON    VII. 

Joining    Sentences. 

Copy  the  following  : — 


^^6/?Zy, 


/^Z^^^AyZ^^-^ 


^.^t^i^^^^. 


What  to  See, — The  sentences  in  Lesson  VI.  have  here 
been  changed  a  little,  and  some  of  them  have  been  linked 
together.  Tell  all  you  can  about  Avhat  has  happened  in 
making  the  new  groups. 


Additional  Work. 


To  the  Teacher. — Pupils  inay  be  encouraged  to  point  out  most  of 
the  changes  in  these  sentences.     Guard  against  attempting  too  much, 


24  INTRODUCTORY  LANGUAGE  WORK. 

or  what  is  technical.  Similar  experiments  may  be  made  with  other 
preceding  lessons.  Pupils  may  join  the  sentences  orally.  Some  of  the 
best  may  be  commended  and  placed  on  the  board  for  copying. 

The  form  of  the  paragraph,  the  use  of  the  apostrophe  and  of  the 
hyphen,  the  form  of  the  word  /  (Lessons  VIII.,  X.,  etc.),  and  the  use 
of  the  comma  to  denote  a  slight  break  or  pause,  may  be  taught  with- 
out formal  presentation,  fuller  treatment  being  anticipated. 


LESSON     VIII. 
Exclamations  —  Exclamation    Mark  —  Capitals. 

Copy  the  lines  helow  : — 


What  to  See, — Do  you  ever  make  such  sentences  as  these 
when  you  are  excited  ? 

When  you  are  surprised  or  afraid,  do  you  ever  exclaim  f 
AVhat  you  say  when  you  exclaim  is  called  an  ^Exclamation. 


COMMANDS— PERIOD— CAPITALS.  25 

What'are  these  five  exclamations  all  about  ? 
Does  each  exclamation  here  make  sense  ? 
Then  what  shall  we  call  each  ? 

"With  what  kind  of  letter  does  each  sentence  begin  ? 
Learn   to    make    the   Cxclamatiou    Mark  at   the   end 
very  neatly. 

What  does  /  mean  in  the  last  sentence  ? 
Notice  that  this  word  /  is  a  capital  letter. 

'  Dictation. 

To  the  Teacher. — The  pupils  should  write  these  sentences  from 
dictation. 

LESSON     IX. 

Commands  —  Period  —  Capitals. 

Copy  the  lines  below : — 


CS^u/^yU^^r^.yC'rz.^.^o^n^.^^^ 


26  INTRODUCTORY  LANGUAGE  WORK. 

What  to  See, — Does  each  group  of  words  here  make 
sense  ? 

Then  what  may  each  group  be  called  ? 

Are  they  exclamations  ? 

Do  they  ask  about  anything  ? 

Do  they  simply  tell,  or  state,  what  something  does  ? 

They  tell  some  one  to  do  something. 

They  are  Commands. 

How  does  each  command  begin  and  end  ? 

Read  the  last  sentence  as  if  you  greatly  enjoyed  seeing 
the  people  run. 

Now  write  it  with  an  exclamation  mark  at  the  end. 

This  shows  that  the  sentence  is  no  longer  intended  as  a 
command,  but  merely  as  an  exclamation. 

What  are  all  these  sentences  about  ? 

What  are  those  in  Lesson  VIII.  about  ? 

LESSON     X. 

Different    Kinds    of   Sentences. 
Copy  the  sentences  below  : — 


DIFFERENT  KINDS  OF  SENTENCEb.  27 


What  to  See, — What  is  the  first  sentence  called  ? 
Does  the  second  tell  some  one  to  do  something  ? 
Then  what  kind  of  sentence  is  it  ? 

Remember  that  a  command  is  not  always  stern.     It  may 
be  a  gentle  request  or  an  invitation. 
What  mark  at  the  end  of  a  statement  ? 
What  mark  at  the  end  of  a  command  ? 
Eead  the  exclamation. 

What  mark  at  the  end  of  the  exclamation  ? 
Bead  the  two  questions. 
What  mark  at  the  end  of  each  question  ? 
AVhat  does  /in  the  last  sentence  mean  ? 
This  word  is  always  written  as  a  capital  letter. 

Dictation  Exercises. 

To  the  Teacher. — Let  the  pupils  write  the  script  sentences  from 
dictation. 


28  INTRODUCTORY  LANGUAGE   WORK. 

LESSON    XI. 

Putting   Sentences  Together. 

To  the  Teacher. — The  pupils  may  read  aloud  the  talk  below,  and 
make  up  the  story  orally. 

The  order  in  which  these  things  should  be  told  requires  attention. 

Some  of  the  best  of  the  changed,  connected,  or  original  sentences 
should  be  written. 

The  Story  of  a  Summer  Shower. 

What  to  Do, — If  you  will  read  over  the  sentences  copied 
in  the  three  preceding  lessons,  you  will  find  that  they  make 
a  short  story  about  A  Summer  Shower. 

The  sentences  are  quite  short,  and  so  the  story  seems 
rather  broken. 

Perhaps  you  can  change  some  of  these  sentences  and 
link  some  together  so  as  to  make  the  story  read  more 
smoothly. 

Notice  how  the  sentences  of  Lesson  VI.  were  put  to- 
gether in  Lesson  VII. 

In  writing  two  sentences  that  you  have  linked  together, 
you  will  need  but  one  capital;  as. 

The  wind  Uoivs,  and  the  ivoods  roar. 

Notice  the  comma  between  the  two  statements. 
As  you  have  seen  many  showers,  and  have  noticed  things 
not  mentioned  here,  you  may  fill  in  and  finish  the  story. 


ORIGINAL    WORK.  29 


LESSON    XII. 
Original   Work. 

What  to  Do, — Think  of  some  hard  shower  that  you 
have  seen,  and  be  prepared  to  tell  your  teacher  and  your 
class  about  it. 

We  will  give  you  here  some — 

HINTS. 

Where  were  jou  when  the  storm  came 
up?  What  did  you  do?  How  did 
the  sky,  clouds,  trees,  grass,  grain,  leaves, 
papers,  hats,  birds,  chickens,  geese,  horses, 
cattle,  people,  etc.,  look  or  act  before  and 
during  the  storm  ?  What  happened  after 
the  storm  ?  What  damage  was  done  ? 
What  good  was  done  ? 

To  the  Teacher. — Nature  in  her  varying  phases  and  moods  will 
ever  be  an  unfailing  source  of  interest  to  a  child. 

The  teacher  of  language  may  secure  many  original  and  thoughtful 
exercises  in  composition  by  leading  the  pupils  to  recall  their  own  ob- 
servations of  the  things  and  the  processes  about  them. 

In  the  exercise  suggested  above  the  pupils  should  not  be  allowed  to 
talk  at  random.  Their  best  sentences  should  be  noted.  These  they 
should  write. 

Perhaps  the  combining  and  correcting  of  these  may  require  another 
^citation. 


30  INTRODUCTORT  LANGUAGE   WORK. 

LESSON     XIII. 

A   Study    of    Sentences. 

EXERCISE. 

1.  An  ant  went  to  get  a  drink. 

2.  It  fell  into  the  water. 
8.  Poor  thing ! 

4.  A  dove  dropped  a  branch  into  the  water. 

5.  The  ant  got  out. 

What  to  See. — How  many  sentences  above  ? 

Poor  thing  !  does  not  make  complete  sense. 

We  do  not  always  make  sentences  when  we  exclaim. 

What  kind  of  feeling  do  these  two  words  seem  to  show  ? 

As  this  exclamation  is  by  itself,  we  begin  it  with  a 
capital. 

Read  these  lines  together. 

Does  not  our  story  seem  to  go  jumping  along  ? 

Do  you  not  think  these  groups  of  words  could  run  to- 
gether more  smoothly  ? 

And  do  you  not  think  the  statements  rather  bare  ? 

Could  we  not  make  our  story  better  by  dressing  them  up 
a  little  ? 

Now  you  may  tell  the  story  so  as  to  interest  a  younger 
brother  or  sister. 

To  the  Teacher. — Let  the  pupils  close  their  books  and  try  their  skill. 
They  will  need  guidance.     Some  of  the  best  work  may  be  written. 
The  word  ant  above  suggests  exercises  on  the  homonyms — 
ant,  aunt. 


PUTTING  SENTENCES  TOGETHER.  31 

LESSON     XIV. 

Dressing    Up    Sentences    and    Putting  Them 
Together. 

Copy  the  lines  helow  : — 


To  the  Teacher. — If  too  much  matter  for  one  lesson  is  foilnd  here, 
some  of  the  observation  exercises  may  be  used,  with  an  exercise  in  dic- 
tation, for  another  legson. 

What  to  See, — Now  read  this  story  as  given  in  Les- 
son XIII. 


32  INTRODUCTORY  LANGUAGE   WORK. 

Which  is  the  smoother  and  better  way  of  telling  the 
story  ? 

Why? 

In  dressing  up  the  first  sentence,  what  three  words  are 
put  in  to  tell  when  the  ant  went  ? 

What  words  are  put  in  to  tell  where  the  ant  went  to 
drink  ? 

Do  you  think  it  makes  a  story  more  interesting  to  tell 
when  and  where  the  things  happened  ? 

What  word  seems  to  join  the  first  two  sentences  ? 

Leave  out  this  word,  and  see  that  the  period  is  then 
needed  after  drink. 

In  this  second  writing  of  the  story,  what  two  things  do 
we  say  the  dove  did  ? 

We  make  the  story  better  by  putting  in  saw  it,  for  we 
then  show  that  the  dove  helped  the  ant  purposely. 

In  the  last  two  lines  what  two  things  do  we  say  the 
ant  did  ? 

Here  we  have  bettered  the  story  by  telling  how  the  ant 
got  out. 

What  do  we  tell  last  ? 

Is  not  this  the  most  interesting  thing  ? 

We  should  always  try  to  keep  the  best  part  of  the  story 
for  the  last. 

We  find  this  story  has  three  parts  : — 

1st,  The  anfs  accident 
2d,    The  dove's  help. 
3d,   The  ant^s  escape. 


PUrTINO   SENTENCES   TOGETHER.  33 

Now  see  whether  you  can  tell  why  we  made  three  groups 
of  the  script  lines. 

How  are  the  hreaks  between  these  lines  made  ? 

What  do  you  notice  about  the  first  word  of  each  group  ? 

To  the  Teacher. — The  pupils'  attention  may  be  called  to  the 
comma  and  the  semicolon.  To  copy  them  correctly  may  be  sufficient 
here.  Possibly  the  pupils  may  be  made  to  see  that  these  marks  sepa- 
rate the  parts  of  the  sentences,  and  show  when  the  sense  requires  a 
shorter  or  longer  pause. 

Few  rules  for  punctuation  should  be  given  till  the  pupil  is  familiar 
with  the  analysis  of  sentences. 


LESSON     XV. 

Dressing    Up    Sentences    and    Putting    Them 
Together.  ^      . 

EXERCISE. 

1.  A  man  put  up  his  gun  to  shoot  the  dove. 

2.  The  ant  bit  the  man's  heel. 

3.  Bang !  went  the  gun. 

4.  The  dove  was  not  hurt. 

5.  The  ant  helped  the  dove. 

6.  The  dove  helped  the  ant. 

7.  Shall  we  help  each  other  ? 

To  the  Teacher. — The  time  of  one  recitation  could  profitably  be 
spent  in  letting  the  pupils  work  the  sentences  above  into  good  story 
form  without  the  aid  of  the  script  exercise. 


34  LVTBOBUCTORT  LANGUAGE  WORK. 


Copy  the  following : — 


What  to  See, — "With  the  above  read  the  other  part  of 
the  same  story  as  told  at  the  beginning  of  Lesson  XIV. 

In  dressing  up  the  first  sentence,  what  words  have  been 
put  in  to  tell  when  this  thing  happened  ? 

If  it  were  not  for  the  comma  before  the,  one  in  reading 


PUTTING  SENTENCES   TOO  ETHER.  35 

our  story  might  put  the  words  after  the  ant  together,  and 
not  get  our  meaning  so  easily. 

Now  look  at  the  rest  of  this  story,  and  find  what  has 
been  added  to  the  sentences  at  the  beginning  of  this  lesson, 
and  how  they  have  been  put  together. 

In  this  story,  do  the  ant  and  the  dove  think  and  act  like 
persons  ? 

This  is  the  way  animals  do  in  fables. 

Are  fables  entirely  true  ? 

Fables  should  teach  us  something. 

Read  the  last  group  of  script  lines,  and  then  tell  what 
this  fable  teaches. 

We  will  strip  this  story  down  and  find  what  it  is  framed 
on  : — 

1st,  The  dove's  danger. 

2d,    The  anfs  help. 

3d,    What  the  fable  teaches. 

Now  tell  why  the  script  lines  are  in  three  groups. 

To  the  Teacher. — In  using  these  exercises,  the  teacher  will,  of 
course,  study  the  capacity  of  the  children,  and  give  more  help,  or  less 
help,  than  he  finds  here,  according  to  circumstances. 

The  idea  of  the  paragraph  and  its  form  should  be  carefully  noted. 
Reading  easy  paragraphs,  and  telling,  in  the  fewest  words,  what  each 
is  about,  is  an  excellent  practice. 

Special  attention  should  be  called  to  the  words — 

two,  to,  and  too, 

which  are  in  the  script  lines.       Secure  their  correct  spelling  and  xise. 
Perhaps  no  other  words  are  more  misused. 


36  INTRODUCTORY  LANQVAOE  WORK. 

A    GATHERING    UP. 
To  the  Teacher. — We  do  not  offer  the  following  as  formal  rules 
and  definitions.     We  should  not  hold  the  pupils  to  an  exact  repetition 
of  the  language  here  given. 

A  group  of  tvords  making  complete  sense  is  a 
Sentence. 

A.  sentence  used  to  tell,  or  state,  something  is  a  State- 
ment. 

A  sentence  used  to  ask  is  a  Question. 

A  sentence  used  to  show  feeling  or  excitement  is  an 
Exclamation.  - 

jL  sentence  used  to  tell  or  request  some  one  to  do 
something  is  a  Command. 

A.  Period  is  placed  at  the  end  of  a  statement  or 
•u  command, 

A  Question  Mark  is  placed  at  the  end  of  a  fjuestion. 

An  Exclamation  Mark  isjdaced  at  the  end  of  an  ex- 
clamation. 

Every  sentence  should  begin  with  a  Capital  Letter. 

A  story  made  up  of  very  short  sentences  sounds  rather 
jerky. 

To  make  a  story  read  smoothly,  wo  often  link  two  or  more 
sentences  together. 

There  is  danger  of  making  our  sentences  too  long. 

In  writing  a  story,  the  sentences  should  be  in  groups  (or 
paragraphs),  each  group  telling  one  part,  or  division,  of 
the  story. 


STATEMENTS— CHIEF   WORDS.  3^ 

The  hyphen  is  used  at  the  end  of  a  liue  where  a  word  is. 
divided.     (See  Lessons  III.,  VI.,  etc.) 
A  syllable  should  not  be  divided. 

Things   Noticed  in  Passing. 

The  apostrophe  and  s  ('s)  joined  to  a  name  show  that  it 
is  a  helping  word  telling  tvhose;  as,  ant's  legs,  spider^s 
body.     (See  Lessons  III.  and  V.) 

The  word  /  should  always  be  a  capital  letter.  (See  Les- 
sons VIII.  and  X.) 


LESSON     XVI  . 
Statements  —  Chief  Words. 

Copy  the  lines  helow  : — 


^^C^U^^^^^. 


38 


INTRODUCTORY  LANGUAGE    WORK. 


^V      Li    V'      ■ 

c^^^^ 

■^ 

W 

What  to  See. — Is  each  group  of  words  at  the  beginning 
of  this  lesson  a  sentence  ? 

To  make  complete  sense  we  must  say  something  about 
something. 

In  the  first  sentence,  what  do  we  say  something  about  ? 

What  do  wo  say  about  them  ? 

Find  in  the  second  sentence  two  words  that  will  make 
sense  by  themselves. 

These  are  the  chief  words,*  the  others  are  helpers. 


*  We  can  not  support  the  theory  that  the  sentence  must  first  be  divided  into  only 
two  parts— the  entire  subject  and  the  entire  predicate. 

Except  as  a  summing  up,  we  find  comparatively  little  practical  good  resulting 
from  such  work.  When  the  words  are  all  in  their  natural  order,  the  process  is  easy, 
but  mechanical. 

When  some  of  the  words  and  phrases  are  transposed,  as  happens  in  many  of  the 
simplest  sentences  (1-4,  Lesson  IV. ;  Sand  5,  Lesson  XVI. ;  C,  Lesson  XVII.,  etc.), 
the  pupil  is  compelled  first  to  find  his  chief  words  and  then  to  group  their  helpers 
around  them.  If  taught  to  do  this  at  the  beginning,  his  work  will  be  more  intelli- 
frently  done. 

Besides,  the  training  of  the  eye  to  see  the  two  chief  words  of  a  sentence  at  a 
glance  is  of  the  greatest  utility  at  all  times.  Such  training  is  a  guard  against  a  large 
part  of  the  errors  into  which  u  writer  is  liable  to  fall. 


STATEMENTS— CHIEF   WORDS.  39 

In  the  third  sentence  we  say  something  about  wings. 

Find  one  word  that  tells  what  wings  do. 

In  the  fourth  sentence  we  say  something  about  legs. 

Find  one  word  that  tells  what  legs  do. 

In  the  fifth  sentence  we  say  something  about  body. 

Find  one  word  that  tells  what  the  body  does. 

In  the  last  sentence  wo  say  something  about  flowers. 

Find  one  word  that  tells  what  flowers  do. 

Now  read  together  the  two  chief  words  of  each  sentence. 

If  in  the  third  or  the  fifth  sentence  Ave  wish  to  show  a 
little  more  feeling  or  excitement,  we  can  put  an  exclama- 
tion mark  at  the  end. 

In  the  second  sentence  what  two  words  tell  how  long 
bees  work  ? 

In  the  third,  what  word  tells  how  many  wings  ? 

What  word  tells  Avhere  the  wings  go  ? 

To  the  Teacher. — We  give  above  three  questions  to  aid  in  distin- 
guishing the  helping  words  from  the  chief  words. 

We  believe  that  any  pupil  who  can  read  intelligently  in  the  Second 
Reader  will  answer  such  questions  with  interest  if  technical  terms  are 
avoided,  and  simple,  familiar  language  is  used.  He  need  not  know 
that  he  is  "  analyzing."     He  will  like  to  tell  what  his  words  are  for. 

Pupils  may  here  be  tested  on  the  spelling  and  use  of — 

hee  and  he. 

Additional    "Work. 

The  sentences  in  script  and  the  cut,  at  the  beginning  of  this  lesson, 
will  furnish  material  for  oral  composition. 

Some  of  the  pupils'  work  may  be  dictated  for  writing. 


40  INTRODUCTORY  LANOUAOE   WORK. 

LESSON     XVII. 
Statements  — Chief    Words — Names. 
€opy  the  sentences  helow  : — 


S^^^ 


What  to  See, — How  many  sentences  above  ? 
How  do  you  tell  ? 


STATEMENTS— CHIEF   WORDS— NAMES.  41 

To  make  a  sentence  we  name  something,  and  then  say 
something  about  it. 

In  these  sentences  we  have  drawn  a  line  under  {under- 
lined) the  word  that  tells,    . 

You  may  pick  out  the  other  chief  word,  the  name  of  the 
thing  we  tell  about.  (To  get  this  name  put  what  before 
the  word  underlined  and  answer  your  question  with  one 
word,  in  this  way  :  What  plunges?     Bee  plunges.) 

Eead  together  the  two  chief  words  of  each  sentence. 

You  see  that  the  two  chief  words  do  not  always  make 
full  sense  by  themselves. 

Find  those  that  you  think  do  make  full  sense. 

These  six  sentences  may  be  taken  together  for  one  story. 

What  are  they  all  about  ? 

Then  what  is  the  subject  of  our  composition  ? 

In  these  sentences  we  use  three  different  names  for  the 
same  insect.     Find  them. 

In  the  third  sentence  we  tell  about  dust. 

What  do  we  tell  about  in  the  fourth  ? 

What  do  we  tell  about  in  the  fifth  ? 

Taking  each  sentence  as  a  short  composition,  we  may  call 
the  name  of  the  thing  we  tell  about  the  Subject  of  the 
sentence. 

This,  you  see,  is  not  always  the  same  as  the  subject  of 
the  whole  composition. 

Additional  Lessons. 
To  the  Teacher. — For  another  lesson  let  the  pupils  read  the  script 
sentences  of  Lessons  XVI.  and  XVII.  together,   and  work  the  whole 
into  oral  compositions. 


43  INTR OD  UCTOR  Y  LANG  TJAGE   WORK. 

Some  of  these  altered  and  combined  sentences  may  be  written  in  the 
form  of  short  paragraphs. 

Helping  Words. 

To  bring  out  the  helping  words  we  suggest  such  questions  as  the 
following  : — 

In  the  first  sentence  what  three  words  together  tell  where  the  bee 
plunges  ? 

In  the  third,  what  word  tells  the  color  of  the  dust  ? 

"What  does  on  her  legs  tell? 

In  the  fifth,  what  word  tells  whose  coat? 
•  What  does  her  mean? 

What  does  velvet  tell? 

What  does  in  the  sun  tell  ? 

In  the  sixth,  what  word  tells  what  kind  of  worker? 

What  tells  where  the  worker  flies? 

When  does  the  worker  ily  to  her  home? 


LESSON     XVIII. 

Chief   Words  — Names  — Capitals. 

Copy  the  sentences  below  and  notice  all  capitals  ;- 


:^^^^..''^^^^^t^^^?<^-^^^4^^^. 


clAsy  C/£i:^U^cJJ.c/^ 


Cyfu/r2/rie^U?-&y. 


CHIEF  WORDS—NAMES— CAPITALS.  43 


IVhat  to  See, — In  each  of  these  sentences  we  have 
nnderlined  the  word  that  tells.  You  may  put  what  or  who 
before  this  word  and  find  the  other  chief  word,  the  name 
of  the  thing  we  tell  about. 

Which  of  these  chief  names  begin  with  a  capital  ? 

Which  begin  with  a  small  letter  ? 

Many  streams  of  water  have  the  same  name,  river,  be- 
cause they  are  alike. 

Are  many  streams  called  Mississippi  because  they  are 
alike  ? 

Many  persons  are  called  sailors  because  they  are  alike  in 
what  they  do. 

Are  many  persons  called  Columbus  because  they  are  alike  ? 

Things  that  are  alike,  or  of  one  kind,  we  put  together 
and  give  them  all  one  common  name,  as,  river.  But  each 
river  has  also  its  own  particular  name,  as,  Mississippi. 

Find  in  these  sentences  two  names  each  belonging  to 
a  particular  place. 

How  does  each  particular  name  begin  ? 

How  does  each  commou  name  begin  ? 


44  iNTRODUCTonr  language  work. 

Additional    Work. 

To  the  Teacher. — We  believe  that,  at  the  very  beginning  of  written 
language  work,  children  can  be  taught  to  note,  in  an  easy  and  natural 
way,  what  the  different  words  and  phrases  do  in  their  sentences.  Such 
work  should  not  be  separated  from  that  of  determining  the  meaning  of 
the  sentence  and  of  the  words  that  compose  it. 

Noting  the  uses  of  words  and  phrases  will  soon  become  a  habit.    Such 
a  habit  will  be  a  powerful  aid  to  clear  writing  and  intelligent  reading. 
Questions  to  bring  out  such  uses  should  be  varied  and  informal. 
All  technical  distinctions  and  close  classifications  should  here  be  scru- 
pulously avoided. 

"We  suggest  such  as  the  following  : — 
In  the  first  sentence  what  helping  word  tells  whose  river  ? 
What  does  our  mean  here  ? 
How  does  southerly  help  ? 
In  Minnesota  does  what  ? 
What  helps  sailed  by  telling  when  ? 
What  does  westward  do  ? 
What  word  tells  what  kind  of  sailor  ? 
What  helps  lived  by  telling  where  ? 

If  a  question  does  not  bring  out  the  right  answer,  try  a  more 
suggestive  one. 

Dictation. 
The  sentences  in  script  may  be  written  from  dictation. 


LESSON    XIX. 

Names  —  Capitals. 

ORAL   WORK. 
Give  a  name  that  belongs  to  many  persons  of  the  same 
kind. 

Give  a  nameth%t  belongs  to  one  particular  person. 


iam^h%|beloi 


NAMES— CAPITALS.  45 


The  common  name  village  is  given  to  many  places  that 
are  alike. 

Give  the  particular  names  of  villages  near  you. 

The  common  name  dog  is  given  to  a  large  class  of 
animals. 

Give  the  particular  name  of  some  dog,  cat,  horse,  or 
other  pet  animal. 

The  common  name  city  belongs  to  a  whole  class  of 
places. 

Give  the  particular  names  of  some  large  cities. 

"What  kind  of  names  are  hoat,  kite,  sled,  doll? 

Can  you  give  the  particular  name  of  a  boat,  kite,  sled,  or 
doll  ? 

To  the  Teacher. — Some  of  these  names  may  be  put  on  the  board 
for  copying. 

Copy  the  names  below : — 


^,  .^^^C't.^/ny, 


INTRODUCTORY  LANGUAGE   WORK. 


What  to  See, — Which  of  these  names  are  given  to 
many  persons  or  places  that  are  alike  ? 

Which  are  particular  names  ? 

What  do  you  here  learn  about  capitals  ? 

Notice  that  these  words,  when  written  in  lines,  are  sep- 
arated by  the  comma.      "^ 

LESSON     XX. 

Chief    Words  — Names  — Capitals. 

Two  or  More  Words  in  One  Name. 

Copy  the  sentences  helow : — 


(^^^^^^^^^^^.^^Wz^^^^^^^  ( <^^^^W^^- 


(7^ 


Wliat  to  See, — How  many  sentences  do  you  find  here  ? 
How  do  you  tell  ? 


CHIEF   WORDS— NAMES— CAPITALS.  47 

Notice  that  in  tiiese  sentences  we  have  underlined  the 
name  of  the  one  we  talk  about  (our  subject). 

Notice  that  in  the  second  sentence  the  chief  name  is 
made  up  of  two  words. 

In  the  third  sentence  the  chief  name  is  made  up  of 
three  words. 

In  the  fourth  sentence  president  is  tlie  chief  name ;  our 
and  first  are  only  helpers,  showing  which  president  we  are 
talking  about. 

Find  in  each  sentence  the  chief  word  telling  what  the 
person  did. 

AVhich  of  these  chief  names  belong  each  to  one  particular 
person  ? 

Which  may  belong  to  any  person  holding  the  highest 
office  in  our  country  ? 

Look  at  these  names  and  tell  what  you  learn  about 
capitals. 

Find  among  the  helping  words  in  these  sentences  three 
particular  names. 

Tell  how  many  words  in  each,  and  how  each  word 
begins. 

Additional  "Work— Dictation. 

To  the  Teacher. — Let  the  script  sentences  bo  written  from  dic- 
tation. 

The  offices  of  the  helping  words  may  be  brought  out  by  such  ques- 
tions as — 

What  does  in  Virginia  tell  ? 
What  did  Washington  lead  ? 
Where  did  he  die  ? 
What  does  at  Mount  Vernon  tell  ? 


48  INTRODUCTORY  LANOUAOE   WORK. 

LESSON     XXI. 

Names  —  Capitals. 

EXERCISES    FOR   WRITING. 

Write  your  own  full  name. 

Write  the  full  names  of  two  boys  and  two  girls. 

Write  the  names  of  two  great  men. 

Mention  three  states  whose  names  have  each  two 
words. 

Mention  three  cities  whose  names  have  each  two 
words. 

Give  the  names  of  three  lakes. 

Give  the  names  of  three  ranges  of  mountains. 

Write  the  twelve  names  you  have  given. 

Begin  each  word  in  each  of  these  names  with  a  capital. 

LESSO  N     XXII. 
Statements  — Chief    Parts. 

EXERCISE. 

1.  A  family  of  kittens  were  playing. 

2.  The  mother  had  lain  down. 

3.  She  was  watching  her  kittens. 

4.  A  hawk  saw  them. 

5.  He  had  been  looking  for  a  breakfast. 

6.  A  kitten  Avas  seized. 


STATEMENTS  CHIEF  PARTS.  49 

What  to  /See.^Notice  in  each  sentence  a  straight  line 
under  the  first  chief  part,  and  a  waving  line  under  the 
second  chief  part. 

You  will  see  that  the  other  words  are  only  helpers. 

In  the  first  sentence  what  little  i)hrase  of  two  words 
tells  what  kind  of  family  ? 

In  the  third  what  word  tells  what  the  cat  was  watching  ? 

In  the  fourth  what  word  tells  what  the  hawk  saw  ? 

What  does  she  mean  in  the  third  sentence  ? 

What  does  them  mean  in  the  fourth  ? 

What  does  he  mean  in  the  fifth  ? 

You  know  that  in  these  short  compositions,  or  sen- 
tences, which  we  have  been  making,  the  name  of  the  thing 
we  speak  about  is  called  our  subject. 

Now  we  need  a  name  for  the  chief  part  that  tells  or 
says  something. 

Let  us  call  it  the  verb. 

Tell  how  many  words  in  each  of  the  six  verbs. 

When  you  read  the  six  sentences  together,  do  you  think 
they  make  a  smooth,  well -finished  story  ? 

Do  they  seem  to  limp  along  ? 

If  you  will  close  your  book  and  picture  these  things  to 
yourself,  you  can  make  a  better  story. 

To  the  Teacher. — The  word  verb  is  not  introduced  here  to  lay  a 
foundation  for  grammar,  but  to  avoid  confusing  expressions. 

Children  will  soon  learn,  without  formal  instruction,  to  put  the  parts 
of  a  compound  verb  together. 

In  the  oral  work  here  suggested  encourage  the  pupils  to  make  clear 
pictures  in  simple,  flowing  language. 
4 


50  INTRODUCTORY  LANGUAGE   WORE. 

LESSON     XXI  II. 

Finishing   and    Joining    Sentences. 

Copy  the  two  paragraphs  helow  : — 

What  Happened  to  a  Kitten. 

One  bright,  sunny  spring  morning  a  family  of 
kittens  were  playing  about  the  door  of  a  farmhouse. 
The  mother  had  lain  down,  and  was  watching  the  play- 
ful tricks  of  her  happy  kittens.  *" 

A  large  hawk,  which  had  been  searching  all  morn- 
ing for  his  breakfast,  saw  them.  Like  an  arrow 
he  darted  tipon  one  of  the  kittens. 

What  to  See, — Compare  the  first  sentence  in  Lesson 
XXII.  with  the  first  sentence  here. 

Do  you  think  that  what  has  been  added  makes  the  story 
better  ? 

Why? 

When  were  the  family  of  kittens  playing  ? 

Where  were  they  playing  ? 

Can  you  tell  how  the  second  and  third  sentences  of  Les- 
son XXII.  are  here  changed  and  put  together  ? 

What  do  we  here  say  the  mother  was  watching  ? 

We  want  to  make  this  part  of  the  picture  as  bright, 
happy,  and  peaceful  as  possible  before  the  hawk  comes  in. 


FINISHINO  AND  JOINING  SENTENCES.  51 

This  will  make  the  other  part  darker  in  contrast. 

See  how  we  have  put  together  the  fourth  and  fifth 
sentences  of  Lesson  XXII. 

We  have  put  the  fifth  in  the  middle  of  the  fourth. 

WJiich  and  lie  both  mean  hawk. 

Which  hinds  the  sentences  together. 

Try  he  or  hawh  in  place  of  which,  and  see  whether  the 
sentences  will  flow  together  easily. 

Have  you  ever  seen  an  arrow  drop  from  above  't 

How  does  like  an  arrow  help  ? 

Can  you  see  any  reason  for  these  lines  being  in  two 
groups  ? 

To  the  Teacher. — Such  work  as  is  suggested  here  may  be  made 
intensely  interesting  to  children.  They  will  be  delighted  to  learn  how 
to  make  good  stories,  or  clear,  bright  word  pictures. 

These  exercises  may  be  extended,  varied,  and,  if  necessary,  sim- 
plified. 

Lead  the  pupils  to  see  clearly  how  the  story  is  improved  by  the 
phrase  at  the  beginning  and  the  one  at  the  end  of  the  first  sentence, 
and  by  the  comparison  in  the  last.     Let  them  suggest  other  changes. 

Let  them  see  how  the  two  sentences  are  combined  in  the  second 
jieriod  by  dropping  one  subject  and  making  mother  the  subject  of  both 
Terbs. 

Let  the  pupils  see  that  the  commas  show  where  slight  breaks  or 
pauses  are  made  in  the  sentences. 

The  matter  of  grouping  into  paragraphs  should  be  emphasized. 

Dictation   Liesson. 

The  paragraphs  above  may  be  dictated,  and  tnen  compared  with  the 
book  and  corrected  by  the  pupils. 


52  INTRODUCTORY  LANGUAGE   WORK. 

LESSON     XXIV. 
Statements— Chief   Parts. 

EXERCISE. 

1.  The  mother  sprang  upon  the  hawk. 

2.  A  fierce  battle  was  fought. 

3.  Finally  the  hawk  was  killed. 

4.  The  cat  had  lost  one  eye. 

5.  She  was  covered  with  blood. 

6.  Her  kitten  had  been  hurt. 

7.  She  licked  its  wounds. 

What  to  See, — You  will  find  a  waving  line  under  the 
chief  part  that  tells  (the  verb). 

Put  what  before  each  verb  and  find  the  subject. 

Eead  together  each  subject  and  its  verb. 

How  many  words  in  each  verb  ? 

What  phrase  of  three  words  tells  where  tlie  mother 
sprang  ? 

What  word  tells  what  kind  of  battle  was  fought  ? 

What  tells  when  the  hawk  was  killed  ? 

What  had  the  cat  lost  ? 

What  does  she  mean  ? 

What  does  her  mean  ? 

W^hat  does  its  mean  ? 

Try  your  skill  in  making  a  connected  story  from  these 
sentences. 


FINISHING  AND  JOINING  SENTENCES. 


53 


LESSON    XXV. 
Finishing   and   Joining  Sentences. 


Copy  these  three  paragraphs : — 

The  Rescue  by  the  Mother. 

The  mother  saw  the  danger  of  her  little  one^  and 
spra7ig  at  once   upon   tJie  hawk. 

A  long  and  fierce  hattle  was  fought,  hut  at  last 
the  hawk   was   killed. 

Though  the  cat  had  lost  one  eye  and  was  covered 
with  hlood,  she  fi/rst  ran  to  her  kitten  and  licked  its 
wounds. 

What  to  See. — What  words  have  here  been  added  to  the 
first  sentence  of  Lesson  XXIV.  ? 
How  do  these  words  help  the  story  ? 


54  INTRODUCTORY  LANGUAGE   WORK. 

What  lias  been  done  with  the  next  two  sentences  of 
Lesson  XXIV.  ? 

The  other  sentences  are  here  all  linked  together. 

We  dropped  she,  and  linked  had  lost  and  was  covered  by 
using  and. 

What  other  changes  do  you  find  ? 

What  do  you  think  about  them  ? 

As  the  story  is  now  told,  does  it  appear  that  the  cat 
cared  more  for  the  kitten  than  for  herself  ? 

Though  helps  to  keep  the  last  group  of  lines  together. 

Try  to  stop  at  eye  or  at  hlood  and  see  whether  though  will 
let  you. 

You  have  seen  that  hut  and  and  also  help  in  putting 
together  some  parts  of  this  story. 

Additional  Lessons. 

To  the  Teacher. — The  pupils  should  see  why  five  paragraphs  are 
made  of  this  whole  story. 

Such  a  skeleton  as  the  following  may  be  put  on  the  board  : — 

The  Cat  and  the  Hawk. 

A  Happy  Family. 

A  Kitten  Seized. 

The  Mother  to  the  Rescue. 

The  Battle. 

The  Mother's  Love. 

This  will  show  what  each  paragraph  is  about,  and  help  the  pupil  to 
understand  why  the  sentences  are  grouped. 

The  skeleton  above  may  serve  as  an  aid  in  telling  the  story  orally. 

The  story  may  be  varied  indefinitely.  The  scene  may  be  changed, 
the  incidents  of  the  battle  may  be  given,  etc. 


SENTENCES— CHIEF  PARTS.  55 

Children  may  tell  of  any  bird  or  other  animal  that  has  shown  great 
devotion  to  its  young. 

What  fathers  and  mothers  have  done  and  suffered  for  their  children 
will  furnish  excellent  matter  for  short  oral  and  written  compositions. 

The  written  work  should  grow  out  of  the  oral  story  telling. 

The  weapons  of  the  cat  and  the  hawk,  pictured  at  the  beginning  of 
this  lesson,  will  furnish  matter  for  another  composition. 


LESSON     XXV  I. 

Sentences  — Chief    Parts. 

"Words    that    Take    the    Place    of     Names. 

EXERCISE. 

1.  John  has  spaded  the  garden. 

2.  He  is  making  the  beds. 

3.  Fannie  will  sow  some  seeds. 

4.  She  has  been  waiting  for  a  warm  day. 

5.  The  honeysuckle  has  been  neatly  trained. 

6.  It  is  showing  green  buds. 

7.  The  rose  bushes  must  now  be  trimmed. 

8.  They  will  soon  spring  into  life. 

9.  You  may  plant  the  lilies. 

10.  In  the  evening  I  will  sprinkle  the  garden. 

11.  Who  AYill  destroy  the  weeds  ? 

What  to  See. — In  these  sentences  we  have  drawn  a  wav- 
ing line  under  the  second  chief  part  (the  verb). 


66  INTRODUCTORY  LANGUAGE  WORK. 

Put  who  or  what  before  each  verb  and  find  the  chief 
name,  or  subject. 

Read  each  subject  and  its  verb  together. 

How  many  words  in  each  verb  ? 

What  does  he  mean  in  the  second  sentence  ? 

Can  this  little  word  take  the  place  of  any  man's  or  boy's 
name  ? 

In  the  fourth  sentence  what  name  does  she  take  the 
place  of  ? 

Can  she  take  the  place  of  any  woman's  or  girl's  name  ? 

In  the  sixth  sentence  what  does  it  take  the  place  of  ? 

In  the  eighth  sentence  what  does  they  mean  ? 

How  do  you  find  what  he,  she,  it,  and  they  mean  here  ? 

In  the  ninth  sentence  what  does  you  mean  ? 

In  the  tenth  what  does  /  mean  ? 

To  find  what  who  stands  for  here  we  must  get  an  answer 
to  our  question. 

The  word  I  should  always  he  a  Capital. 

To  the  Teacher. — The  pronoun,  which  has  before  been  mentioned 
incidentally,  is  here  treated  more  specially,  but  still  informally. 

The  helping  words  in  these  sentences  may  be  brought  out  by  ques- 
tions, especially  the  words  neatly,  now,  and  soon.  Let  the  pupils  find 
different  positions  for  these  words. 

Joint nj^  Sentences. 

Pupils  will  see  that  the  sentences  in  the  "  exercises  "'  may  be  com- 
bined into  a  talk  about  gardening. 

In  putting  the  sentences  together,  guard  the  pupils  against  using 
too  many  ands  or  other  connectives,  and  against  putting  together 
sentences  that  are  better  separate. 


*%A 


STATEMENTS   CHANGED   TO   QUESTIONS. 


57 


LESSON     XXVII. 

Statements    Changed    to    Questions  — Chief    Parts. 

Copy  the  following 


What  to  See  and  Do. — How  does  the  first  question 
differ  from  the  first  statement  ? 

How  does  the  second  question  differ  from  the  second 
statement  ? 

Turn  to  the  sentences  in  Lesson  XXVI.,  and  beginning 
with  the  third,  change  each  statement  except  the  tenth  to 
a  question. 

Tell  how  this  is  done. 

Now  you  may  make  a  question  of  the  tenth  sentence,  but 
dn  doing  so  you  must  be  sure  to  change  will  to  shalL 

Say  Shall  If  not  Will  If 

Notice  that  the  eleventh  is  already  a  question. 

Was  this  made  a  question  by  changing  the  places  of 
the  chief  words  ? 


58  INTRODUCTORY  LANGUAGE   WORK. 

EXERCISE. 

1.  To-day  I  will  plant  potatoes. 

2.  To-morrow  I  will  sow  radish  seed. 

3.  On  Tuesday  I  will  Aveed  the  lettuce. 

4.  On  Wednesday  I  will  hoe  the  cabbages. 

What  to  Do  and  See. — Change  each  of  these  statements 
to  a  question. 

Remember  that  in  ti  question  will  is  not  used  with  /. 

Remember  that  /must  be  a  capital. 

What  do  you  here  learn  about  the  hyphen  ? 

Find  the  chief  parts  in  each  sentence. 

What  does  to-day  tell  ? 

What  does  the  phrase  on  Y/ednesday  tell  ? 

What  does  potatoes  tell  ? 

In  writing  these  sentences  be  careful  of  your  spelling. 

Additional   Work. 

To  the  Teacher. — Let  the  pupils  become  familiar  with  the  form  of 
a  question  made  by  putting  the  first  word  of  the  compound  verb  be- 
fore the  subject. 

For  additional  work  the  sentences  in  Lesson  XXII.  and  XXIV.  may 
be  changed  to  questions.  Pupils  will  fee  that  saiv,  sprang,  and  licked 
change  to  did  see,  did  spring,  and  did  lick. 

Possibly  the  pupils  may  be  led  to  see  that  i:i  "I  will  "  the  speaker 
promises  or  says  that  he  is  willing,  and  that  in  "  I  shall"  he  simply 
tells  what  he  is  going  to  do. 

They  will  see  that  a  person  does  not  want  to  ask  others  whether  he 
himself  is  willing.  At  least,  they  can  learn  that  we  do  not  use  "  Will 
/F"and  "  Will  we  P" 


DIFFERENT  KINDS   OF  SENTENCES. 


59 


LESSON     XXVI  I  I  . 

Different   Kinds  of  Sentences. 

Name  of  the  One  Addressed — Comma. 

To  the  Teacher. — This  cut  will  suggest  oral  work  and  sentence 
writing. 


Copy  the  sentences  below  : — 


j^ 


P^^yr^- 


yci/. 


'.Ji^^{:^u/e^/ 


/uy/9^6^/17^yi^^. 


'.^A^^?92y. 


60  INTRODUCTORY  LANGUAGE    WORK. 

What  to  See, — What  two  kinds  of  sentences  end  with  a 
period  ? 

Read  the  statement  found  in  the  preceding  lines. 

Read  the  command. 

Tell  what  each  of  the  other  sentences  is. 

In  the  first  sentence,  is  is  the  chief  word  that  tells. 

What  does  it  tell  about  ? 

You  see  that  the  verb  sometimes  comes  before  the  sub- 
ject. 

What  word  tells  what  kind  of  flower  ? 

What  word  tells  where  the  flower  is  ? 

You  see  that  the  word  Helen  does  not  help  either  chief 
word. 

Willie  here  uses  Helenas  name  just  to  call  her  attention 
before  making  his  statement. 

So  we  separate  the  name  Helen  from  the  statement  by 
a  comma. 

In  the  second  sentence,  is  the  question  complete  without 
the  name  of  the  one  spoken  to  ? 

When  we  address  a  person  with  some  feeling  or  excite- 
ment, we  often  put  0  before  the  name. 

Is  the  third  sentence  complete  without  0  Helen  f 

The  'word  O  should  always  he  a  Capital. 

Read  the  command  without  the  name  of  the  one 
addressed. 

Does  it  make  complete  sense  ? 

Notice  that  in  each  of  these  four  different  kinds  of  sen- 
tences the  name  of  the  one  addressed  is  separated  fronh 
the  rest  of  the  sentence  by  the  Conima. 


DIFFERENT  KINDS   OF  SENTENCES.  61 

Additional  Work. 

To  the  Teacher. — Encourage  the  pupils  to  talk  about  the  butterfly 
or  some  other  subject  and  to  make  different  kinds  of  sentences  intro- 
duced by  the  name  of  the  one  addressed. 

Some  of  these  should  be  written. 

Dictation. 

The  script  sentences  may  be  written  from  dictation. 


LESSO  N     XXI  X. 

Different  Kinds  of  Sentences. 
Name  of  the  One  Addressed — Comma. 

Copy  the  following  sentences: — 


What  to  See, — What  differences  can  yon  find  between 
the  first  sentence  above  and  the  first  in  Lesson  XXVIII.  ? 

Look  for  position,  capitals,  and  commas. 

How  does  the  second  sentence  above  differ  from  the  two 
just  compared  ? 

How  does  the  third  above  compare  with  the  second  in 
Lesson  XXVIII.  ? 

When  is  a  comma  put  after  the  name  of  the  one  spoken  to  ? 


62  INTRODUCTORY  LANGUAGE   WORK. 

When  is  it  put  before  ? 

When  is  one  comma  put  before  and  another  after  ? 

Copy  these  two  sentences : — 


.,^/itJy, 


>^^^ 


What  to  See, — How  many  commas  are  needed  to  sep- 
arate Edith  from  the  rest  of  the  sentence  ? 

How  many  to  separate  Harry  9     Why  ? 

In  each  of  these  sentences  find  two  other  places  for  the 
name  of  the  one  addressed. 

Where  should  the  comma  be  put  when  these  changes 
are  made  ? 

When  Edith  and  Harry  are  put  at  the  beginning,  what 
capitals  are  changed  to  small  letters  ?     Why  ? 

In  the  sentence — 

"^  Harry,  see  the  hnobs," 

see  is  the  word  that  tells  some  one  to  do  something,  but 
Harry  is  not  the  subject. 

The  word  Harry  simply  calls  attention,  then  the  com- 
mand follows. 


MAKING  AND  JOINING  SENTENCES.  63 

.  In  these  commands  the  subject  is  left  out. 
We  say  that  the  subject  you  is  '^understood/'' 
In   all  the   commands  you  have  written,  you,   "  under- 
stood," lias  been  the  subject. 

Additional  Work. 

To  the  Teacher. — For  another  lesson,  diflferent  kinds  of  sentences 
containing  the  name  of  tlie  one  addressed  may  be  found  by  the  aid  of 
the  pupils,  and  put  on  the  board. 

Let  the  pupils  write  these,  making  the  changes  suggested  here, 
when  the  sense  will  admit. 


LESSON     XXX. 

Making  and   Joining   Sentences. 


Oral   Composition  —  The    Butterfly. 

To  the  Teacher.— This  cut  and  the  preceding  one  will  aid  the 
pupils  in  talking  about  the  form  and  the  parts  of  the  butterfly.  If 
specimens  can  be  obtained,  the  interest  will  be  greatly  increased. 


64  INTRODUCTORY  LANGUAGE   WORK. 

The  pupils  may  be  led  to  tell  what  they  have  themselves  observed  or 
learned  in  any  way. 

With  some  aid  from  the  teacher — perhaps  two  or  three  head-lines 
on  the  board — the  oral  composition  work  may  be  put  in  order. 

HINTS     FOR    WRITTEN     COMPOSITION. 

Butterfly,  insect — body  in  three  parts 
— six  legs,  middle  part,  under  side — 
four  wings,  middle  part,  upper  side — 
two  feelers,  little  knobs — rests,  holds 
wings  up  together — what  you  have 
seen — what  you  think  about  it. 

What  to  Do. — Get  what  help  you  can  from  the  hints 
above  and  make  a  short  composition. 

Try  to  make  your  sentences  read  together  smoothly. 

What  to  See, — Notice  that  in  Lessons  XXVIII.  and 
XXIX.  we  use  him  and  his  in  place  of  'butterfly. 

Here  we  use  it. 

We  may  use  he,  his;  and  him;  we  may  use  she  and  her; 
we  may  use  it  and  its;  but  in  making  one  sentence  or  one 
group  of  sentences,  we  must  not  change  from  one  of  these 
sets  of  words  to  another. 


A    GATHERING     UP. 
To  the  Teacher.— See  "To  the  Teacher,"  p.  36. 
A   sentence  has  two  Chief  Parts — the  Subject   and 
its  Verb. 


A    OATHERINO    UP.  65 


The  name  of  the  thing  we  tell  about  is  called  the 
Subject. 

The  chief  word  that  tells  is  called  the  Verb. 

Particular  Names  begin  with  capitals. 

The  word  I  should  always  be  a  capital. 

The  word  O  should  always  be  a  capital. 

Some   particular   names  are   made    of   two    or    more 

words,  each  of  which  begins  with  a  capital. 

Some  verbs  are  made  of  two  or  more  words. 
The  words  I,  you,  he,  she,  it,  they,  w^ho,  which,  etc., 
are  used  to  take  the  place  of  names. 

The  name  of  the  one  addressed  is  separated  from, 
the  rest  of  the  sentence  by  a  Comma  or  by  two  commas. 

In  telling  a  story  we  use  helping  words  where  they  will 
make  our  word  picture  clear  and  strong. 

We  make  our  sentences  read  together  smoothly. 

We  are  careful  not  to  use  too  many  ands,  and  not  to  con- 
nect sentences  that  should  bp  separate. 

We  make  our  reader  anxious  to  know  how  the  story  is 
*' coming  out/'  and  keep  some  of  the  most  interesting 
things  for  the  end. 

Thing-s    Noticed    in   Passing. 

We  say  ''  Shall  I  ?  ^'  not  ^^  Will  I  ?  "    (See  Lesson  XX  Vll. ) 
We  may  use  he,  his,  and   him;  or  she  and  her;  or  it  and 
its,  in  speaking  of   an  animal;   but  we   must  not  change 
from  one  of  these  sets  of  words  to  another  in  the  same  sen- 
tence or  the  same  group  of  sentences.      (See  Lesson  XXX  ) 
5 


^Q  LVTBODUCTOBY  LANGUAGE   WOBK. 

LESSON     XXXI. 

Writing  Names — Abbreviations. 

Christian    and    Family    Names. 

Copy  these  names : — 


What  to  See. — These  names  belong  to  a  father,  a  mother, 
and.  their  son. 

Which  word  in  each  of  these  names  sliall  we  call  the 
family  naine  ? 

The  first  M'ord  in  each  of  these  n'ames  is  called  the 
given  name. 

It  was  given  by  tlie  parents  or  some  friend. 

'ilie  family  name  is  also  called  the  surname. 

The  given  name  is  also  called  the  Christian  name. 

ORAL    EXERCISES. 

Name  several  great  men,  using  only  the  family  name. 

Xame  some  of  your  companions,  using  only  the  given 
name. 

Would  it  seem  respectful  to  speak  of  the  ladies  and 
gentlemen  of  your  acquaintance  by  the  surname  alone  ? 


WRITING  NAMES— ABBREVIATIONS.  67 

Do  you  think  they  would  like  you  to  use  only  their  Chris- 
tian names  ? 

Give  the  surnames  of  several  married  ladies  and  pro- 
nounce the  word  missis  before  each. 

Give  the  surnames  of  several  unmarried  ladies  or  girls 
with  miss  before  each. 

Give  the  surnames  of  several  gentlemen  and  use  the  word 
mister  before  each. 

Give  the  full  names  of  several  boys  and  put  the  word 
master  before  each. 

Copy  these  naines : — 

ry 


,  Or  ^^^..^^A. 


What  to  See, — Here  are  four  ways  of  writing  the  name 
of  each  of  these  men. 


68  INTRODUCTORY  LANGUAGE  WORK. 


How  should  each  word  in  a  particular  name  begin  ? 
Which  are  the  surnames  ? 
Which  are  the  Christian  names  ? 

In  the  second  form  of  writing  Mr.  Howells's  name,  how 
is  William  shortened  ? 

How  is  the  name  shortened  in  the  other  forms  ? 

How  is  Mr.  Warner's  name  written  ? 

AYhen  we  write  a  name  by  itself,  we  put  a  period  after  it. 

What  other  periods  do  you  here  discover  ? 

These  shortened  forms  are  called  abbreviations. 

The  first  letter  of  a  word  is  also  called  an  initial. 

A  Period  is  placed  after  an  abbreviation  or  initial, 

LESSON     XXX  1  I  . 

Writing  Names  —  Abbreviations  —  Titles. 

Mr.,    Mrs.,    Miss. 

Copi/  Ihese  names  : — 


WRITING  NAMES— ABBREVIATIONS— TITLES.  69 

What  to  See, — How  is  tl^e  title  Mister  shortened  ? 

The  full  form  of  mister  is  seldom  written. 

How  is  the  title  Mistress  shortened  ? 

This  word,  when  put  before  a  name  as  a  title  of  respect, 
is  not  written  in  full,  and  in  speaking  it  is  shortened  into 
missis. 

Miss,  the  title  of  an  unmarried  lady  or  a  young  girl,  is 
not  shortened. 

How  many  abbreviations  do  you  find  here  ? 

Which  of  these  are  initials  ? 

What  do  you  find  after  each  abbreviation  or  initial  ? 

Do  you  find  a  period  after  Miss  ?     Why  ? 

EXERCISES    FOR    WRITING. 

Write  your  own  name  in  two  or  more  ways. 

Write  the  name  of  some  girl  and  put  the  title  Miss 
before  it. 

Write  the  name  of  some  boy  and  put  the  title  Master 
before  it.     (Do  not  shorten  Master.) 

Write  the  name  of  some  gentleman  and  the  name  of 
some  married  lady,  using  the  proper  titles  and  abbrevia- 
tions. 

Write  some  of  these  names  in  more  ways  than  one. 

To  the  Teacher. — In  continuing  these  exercises,  attention  may  be 
called  to  such  forms ^as  Mr.  F.  Bret  Harte  for  Mr.  Francis  Bret  Harte, 
and  John  G.  Whittier  for  John  Greenleaf  Whittier,  in  which  either  of 
the  two  Christian  names  may  be  written  in  full,  as  preferred  by  the 
owner. 

At  present  social  usage  does  not  favor  the  abbreviation  of  Christian 
names. 


t^Q  INTRODUCTORY  LANGUAGE   WORK. 

LESSO  N     XXXI  II. 

Writing    Names  —  Abbreviations  —  Titles. 

Rev.,  Prof.,  Dr. 

Copy  the  names  helow : — 


What  to  See, — Beverend  is  a  title  given  to  clergymen.  , 
How  is  this  title  shortened  ? 
Professor  is  a  title  given  to  some  teachers. 
How  is  this  title  shortened  ? 
How  is  the  title  Doctor  shortened  ? 
What  other  abbreviations  do  you  find  here  'i 
A¥hich  of  these  are  initials  ? 
What  mark  after  each  ? 

In  each  of  these  names  tell  the  surname,  the  Christian 
names,  and  the  title. 


NAMES— ADDRESSES.  71 

EXERCISES     FOR    WRITING. 

Write  the  name  of  some  clergyman  whom  you  know. 
Write  the  name  of  some  doctor  whom  you  know. 
Write  the  name  of  some  professor. 
With  each  of  these  use  the  proper  title  abbreviated. 

To  the  Teacher. — Names  of  well-known  persons  may  be  dictated  or 
given  to  copy,  till  the  pupils  are  familiar  with  all  the  titles  and  abbre- 
viations that  have  been  given. 

The  spelling  of  proper  names — especially  Christian  names — deserves 
attention. 


LESSON     XXXIV. 

Names— Addresses. 

EXERCISE. 

The  Reverend  Edward  Everett  Hale 
lives  in  Boston. 

Boston  is  in  Massachusetts. 

Copy  this  line  : — 

What  to  See, — Notice  that  this  group  of  words  is  made 
by  shortening  and  jnitting  together  the  two  sentences  at 
the  beginning  of  the  lesson. 

Notice  two  commas  in  this  group. 

What  words  are  left  out  where  the  first  comma  is  found  ? 


72 


INTRODUCTORY  LANGUAGE  WORK. 


What  words  are  left  out    where    the  second    comma  is 
found  ? 

Tell  hoAV  each  abbreviation  in  this  group  is  made. 

The  name  of  a  person,  tvith  the  name  of  the  place 
where  he  lives  or  does  business,  is  called  his  Address. 


Cop^  these  addresses  : — ■ 


CX^TZ^. 


(^^^^^J^^ 


^ 


What  to  See, — Notice  that  each  of  these  two  addresses 
is  made  up  of  four  parts,  put  in  four  lines. 

The  second  line  of  each  address  begins  farther  to  the 
right  than  the  first  line,  and  the  third  farther  than  the 
second,  and  the  fourth  farther  than  the  third. 


NAMES— ADDRESSES.  73 


These  addresses  are  arranged  as  they  should  be  on  a 
letter  envelope. 

In  giving  the  residence  of  Mr.  Thompson,  we  give  his 
post-offlce,  county,  and  state. 

In  the  next  address  we  put  the  number  of  the  house 
and  the  name  of  the  street  together,  and  then  give  the 
city  and  the  state. 

Where  do  you  find  commas  in  these  addresses  ? 

What  do  you  find  at  the  end  of  each  address  ? 

Notice  that  the  period  after  Mass.  answers  for  the  abbre- 
viation and  also  for  the  end  of  the  address. 

Find  two  new  abbreviations  in  these  addresses. 

They  are  for  county  and  street. 

Dictation. 
To  the  Teacher. — The  three  addresses  here  given  may  be  dictated  in 
the  shortened  form,  or  they  may  be  put  on  the  board  in  sentence  form 
for  pupils  to  shorten  and  arrange. 

LESSON     XXXV. 

Names  — Addresses. 

EXERCISE. 

Miss  Lucy  Field  lives  at  Orlando.  Orlando 
is  in  Orange  County.  Orange  County  is  in 
Florida. 

Master  Tommy  Dodd  lives  at  10  Euclid 
Avenue.  Euclid  Avenue  is  in  Cleveland. 
Cleveland  is  in   Ohio. 


74  INTRODUCTORY  LANGUAGE   WORE. 

Copy  fliese  two  addresses  : — 


tl^^^^^^^€^^ 


^^-^. 


What  to  See, — How  many  parts  in  each  of  these 
addresses  ? 

What  mark  follows  each  part  ? 

What  do  you  discover  as  to  the  place  of  beginning  tlie 
lines  in  each  address  ? 

This  is  the  way  to  write  an  address  on  a  letter  envelope. 

Compare  each  shortened  form  witli  the  longer  form  of 
the  same  address,  and  notice  what  words  are  left  out  and 
how  the  sentences  are  put  together. 

Tell  how  each  abbreviation  is  made. 

Av.  is  an  abbreviation  of  what  ? 


NAMES— ADDRESSES.  75 

What  two  uses  has  the  period  after  Fla.  9 

What  use  has  the  period  after  Ohio  ? 

Notice  that  there  is  no  period  after  Miss  or  Master. 

Are  these  words  abbreviations  ? 

Notice  that  in  the  first  line  of  this  lesson  we  say  "at 
Orlando/"  and  in  the  second  line  of  Lesson  XXXIV.  we  say 
*'  in  Boston/' 

We  say  ^Miyes  at  "'  if  the  place  is  small,  or  it  seems 

to  us  distant  and  not  very  important. 

AYe  say  'Mives  in  "  if  the  place  is  a  large    city  or 

some  division  of  the  country. 

In  the  fourth  line  of  this  lesson  we  say  "  lives  at  10 
Euclid  Av."' 

If  we  do  not  give  the  house  number,  we  say  "  lives  in 
■ Street. "' 

EXERCISES    FOR    WRITING. 

Write  your  own  address.  If  you  live  in  a  city,  use  the 
second  model ;  if  not,  use  the  first. 

Write  the  address  of  some  friend  in  the  country. 
Write  the  address  of  some  friend  in  the  city. 

Dictation. 

To  the  Teacher. — The  addresses  here  given  and  others  should  be 
written  from  dictation. 

One  or  two  additional  lessons  may  be  profitable,  as  affording  exer- 
cises in  spelling,  capitals,  and  abbreviations,  as  well  as  in  the  form  of 
addresses. 

The  use  of  the  prepositions  at  and  in,  as  noted  above,  may  be  further 
emphasized.  Lasting  impressions  are  often  best  made  by  calling  atten- 
tion to  such  things  incidentally,  as  they  naturally  present  themselves. 


76  INTRODUCTORY  LANGUAGE   WORK. 

Such  forms  as  the  following  may  at  first  be  put  on  the  board  to  aid 
the  pupil  : — 

Name,  Name, 

Post-office,  House  Number  and  Street, 

County,        ,  Oity, 

State.  State. 


LESSO  N     XXXV I  . 

Names  — Days,   Months,  and    Seasons. 
Cop^  the  names  below  :^- 


.^^k^t/T^'T/TO'ZMyj  ,-€^^00^^^^ 


What  to  See, — The  name  of  each  day  oJ:'  the  week  begins 
with  what  kind  of  letter  ? 


ABBREVIATIONS— DAYS  AND  MONTHS.  77 

The  name  of  each  month  of  the  year  begins  with  what 
kind  of  letter  ? 

With  what  kind  of  letter  does  the  name  of  each  season 
begin  ? 

What  mark  separates  the  names  in  each  group  ? 

What  mark  at  the  end  of  each  group  ? 

Learn  to  spell  each  name. 


LESSON     XXXVI  I. 
Abbreviations— Days  and    Months. 

Copy  the  abbreviations  below  : — 

J2u&rzy.,   cMe?^,    C2^:^^cs^U,    \Jze^., 


What  to  See, — Tell  how  each  abbreviation  in  the  first 
group  is  made. 

Tell  how  each  abbreviation  in  the  second  group  is  made. 
What  names  of  the  months  are  not  here  abbreviated  ? 
It  is  better  not  to  abbreviate  these  short  names. 
What  mark  after  each  abbreviation  ? 


78  INTRODUCTORY  LANGUAGE  WORK. 

What  mark  separates  the  abbreviations  of  each  group  ? 
Learn  to  make  these  abbreviations  from  memory. 

To  the  Teacher. — Let  the  pupils  learn  the  names  of  the  days  and 
months  m  order,  and  then  let  them  write  the  abbreviations  in  order, 
without  the  aid  of  the  book,  inserting  the  names  not  abbreviated,  to 
prevent  confusion. 


LESSON     XXXVI  I  I. 
Names— Dates. 

EXERCISE. 

Columbus  first  saw  the  New  World  on  the  12th  day  of 
October  in  the  year  1492. 

The  Declaration  of  Independence  was  signed  on  the 
4t:th  day  of  July  m  the  year  1776. 

Washington  was  born  on  the  22(i  day  of  February  in 
the  year  1732. 

Copy  the  dates  below  : — 


What  to   See. — Notice   that  the   first   date   copied  is   a 
shorter  form  of  the  date  in  the  first  sentence. 

Tell  what  changes  are  made  to  get  this  shorter  form. 


NAMES-LETTERS.  79 


Do  the  same  for  each  of  the  other  dates. 

Notice  that  the  month  and  the  day  of  the  month  are 
put  together,  and  that  the  comma  separates  them  from 
the  year. 

The  first  date  in  script  should  be  read  October  hoelfth, 
fourteen  Tiundred  and  ninety-two. 

Read  tlie  other  two  dates. 

Copy  these  dates  : — 

Cy£c&z^/<d^,  (/u/rz£y3^,  Cm^^^^S^, 


<4^J^.  Ucl^.S^.   CJ^.Sy. 


What  to  See. — You  find  no  period  after  1st,  2d,  3d,  Wiy 
and  the  like,  as  you  do  after  abbreviations. 

The  period  after  ijth  is  only  to  mark  the  end  of  the 
whole  group. 

1st,  2d,  4zth  are  readjf^rs^,  second,  fourth. 

The  day  of  the  month  is  often  written  as  above. 

Write  the  date  of  your  birth. 

Write  other  dates  that  you  remember. 

LESSON     XXXIX. 

Names—  Letters. 

Copy  the  following  letter  carefully,  and  try  to  see  everything 
in  it : — 


80  INTRODUCTORY  LANGUAGE   WORK. 


cey. 


NAMES— LETTERS.  81 

What  to  See, — The  first  line  at  the  right  tells  where 
Emma  Hill  is  when  she  writes. 

How  are  the  post-office,  the  county,  and  the  state  separated  ? 

Tiie  next  line  tells  when  Emma  writes — it  gives  the  date 
of  the  letter. 

What  separates  the  place  from  the  date? 

What  three  things  are  given  in  this  date  ? 

What  does  the  comma  in  the  date  separate  ? 

What  mark  after  the  date  ? 

Emma  now  wants  to  greet  her  friend  pleasantly,  so  she 
writes  Dear  Jennie  on  a  separate  line. 

In  the  next  line  she  goes  on  to  tell  Jennie  the  news. 

At  the  end  of  the  letter  Emma  again  wants  to  show  her 
friendship,  so  she  puts  Your  friend  on  a  line  by  itself,  and 
then  signs  her  own  name  below. 

Notice  that  Emma  writes  Uncle  and  Aunt  with  capitals, 
making  each  a  part  of  a  particular  name. 

You  see  that  she  does  not  think  of  cousin  as  a  part  of 
Reuben  Kice's  name. 

You  find  in  this  letter  the  new  abbreviations  Ky.,  R,  R. 

They  are  for  Kentuchy  and  Railroad. 

After  Dear  Jennie  notice  the  capital  O  in  on. 

This  is  the  custom  in  writing  letters. 

Notice  that  Emma  says  Bertha  and  I,  putting  herself 
last.     This  is  polite. 

Notice  that  Your  friend  begins  with  a  capital. 

You  can  explain  all  the  other  capitals. 

Notice  that  Emma,  in  writing  her  news,  puts  her  lines 
into  two  groups.     These  groups  we  call  Paragraphs. 
6 


82 


INTRODUCTORT  LANGUAGE  WORK. 


Mark  out  an  envelope  on  your  slate,  and  put  on  the  address 
as  here  : — 


o)TAnP 


^  Ue^7^i^n-c^y 


What  to  See, — Tell  all  you  can  about  this  address. 
Remember  that  you  learned  about  addresses  in  Lessons 
XXXIV.  and  XXXV. 

Teiiii.  is  the  abbreviation  for  Tennessee. 
Where  is  the  postage  stamp  placed  ? 

LESSO  N     XL. 

Names  —  Letters. 

Copi/  the  following  letter  carefully,    and  try  to  see  every- 
thing in  it : — 


3^. 


Uu^^^^^^  ^^, 


6^^^^^/^^^^^  Cy 


'^€^. 


y<7?zsy. 


''..^^>iAna^  CvU 


'.J^i€^^/r 


(^%^^.^^^:^^^^^^^^^-<^^^^^ 


84  INTRODUCTORY  LANGUAGE   WORK. 

What  to  See, — Where  was  this  letter  written  ?  (New 
York  is  here  abbreviated  N.  Y.) 

When  was  it  written  ? 

What  two  words  are  used  for  a  loving  salute  ? 

Where'  does  the  first  word  of  the  main  part,  or  body,  of 
the  letter  begin  ? 

At  the  end,  what  words  show  Dick's  loving  regard  for 
his  mother  ? 

Kead  the  place  and  the  date  together. 

What  four  things  are  given  in  the  place  ? 

Which  two  are  put  together  ? 
■  Into  how  many  parts  do  the  commas  divide  the  place  ? 

What  three  things  are  given  in  the  date  ?. 

Which  two  are  put  together  ? 

What  are  separated  by  the  comma  ? 

What  separates  the  place  from  the  date? 

Notice  the  comma  after  Dear  Mamma,  and  the  one  after 
Your  affectionate  son. 

Notice  that  Dick  says  Papa  and  I,  not  I  and  papa. 

In  Dear  Mamma,  mamma  begins  with  a  capital,  although 
it  is  a  common  name. 

Any  name,  common  or  particular,  used  as  this  is,  begins 
with  a  capital. 

Notice  0  mamma  I  farther  down. 

From  what  you  learned  in  Lessons  XXVIII.  and  XXIX. 
about  the  name  of  the  one  addressed,  you  might  look  for  a 
comma  after  mamma  as  well  as  one  before  0 ;  but  Dick 
puts  an  exclamation  mark  in  place  of  the  second  comma, 
to  show  his  feeling. 


NAMES— LETTERS.  85 

How  many  paragraphs  has  Dick  made  of  the  body  of  his 
letter  ? 

How  does  he  show  where  one  paragraph  ends  and  an- 
other begins  ? 

Tell  what  you  can  about  the  capitals  and  the  periods. 

Mark  out  an  envelope  on  your  slate,  and  put  on  the  address 
as  here  : — 


3  TAMP 


What  to  See, — Try  to  remember  what  you  learned  in 
Lessons  XXXIV.,  XXXV.,  and  XXXIX.  about  addresses, 
and  then  tell  all  you  can  about  this. 

111.  is  the  abbreviation  for  Illinois. 

Tell  on  what  part  of  the  envelope  the  different  lines 
are  written. 

On  what  corner  is  the  postage  stamp  ? 


86  INTRODUCTORY  LANGUAGE   WORK. 

Additional  Lessons. 

To  the  Teacher. — We  prefer  not  to  confuse  the  pupils  with  a 
variety  of  letter  forms  here.  Let  them  first  become  thoroughly 
acquainted  with  the  simplest  form. 

We  do  not  think  it  well  to  use  here  the  terms  Heading,  Salutation, 
Complimentary  Address,  etc. 

Dictation. 

These  letters  may  be  dictated,  and  then  compared  with  the  book 
for  correction. 

Orig^inal  Letters. 

Each  pupil  should  write  a  '•  real  letter." 

In  such,  the  pupil  may  use  his  own  name  and  place,  and  give  the 
true  date  of  writing. 

This  letter  may  be  corrected,  rewritten,  and  sent  by  mail,  or  put 
into  the  "school  post-office." 

Such  letters  should  be  short,  that  they  may  be  very  carefully  done. 

It  may  be  well  to  limit  the  pupils  to  some  subject,  requiring  them, 
for  instance,  to  tell  what  happened,  or  what  they  did,  on  some  day  of 
particular  importance  to  them. 

Reviews. 

The  letters  here  given  for  copying  are  made  to  serve  as  reviews. 
The  work  suggested  in  our  observation  exercises  may  be  emphasized 
and  continued. 


\M 


-1    GATHERING    UP. 


87 


A    GATHERING    UP. 
To  the  Teacher. — See  "  To  the  Teacher,"  p.  36. 

A  person's  name  is  made  up  of  a  family  name,  or 
surname,  and  one  or  more  given  names,  or  Christian 
names. 

Shortened  words  are  called  Abbreviations. 

The  first  letter  of  a  name  is  called  an  Initial. 

A  Period  is  placed  after  an  abbreviation  or  initial. 


Abbreviations. 


Mr,f  Mister. 
Mrs,,  Mistress. 
Dr.f  Doctor. 
Prof.f  Professor. 
Mev,f  Reverend. 
St,f  Street. 
Av,,  Avenue. 
Co,,  County. 
Chas,,  Charles. 
Wm.,  William. 
Geo,,  George. 
Fla,,  Florida. 
Tenn,,  Tennessee. 
K,  Y,,  New  York. 
Mass,,  Massachusetts. 
Ki/,,  Kentucky. 
Ill,,  Illinois. 


H,  R,,  Railroad. 
Sun,,  Sunday. 
Mon,,  Monday. 
Tiies,,  Tuesday. 
Wed,,  Wednesday. 
Thurs,,  Thursday. 
Fri,,  Friday. 
Sat,,  Saturday. 
*Tan,,  January. 
Feb,,  February. 
Mar,,  March. 
Apr,,  April. 
Aug,,  August. 
Sep.,  September. 
Oct,,  October. 
Nov,,  November. 
Dec,,  December. 


88      .  INTRODUCTORY  LANGUAGE   WORK. 

The  name  of  a  persoUf  tvith  the  name  of  the 
place  where  he  lives  or  does  business,  is  called  his 
Address. 

For  the  residence  of  a  person  in  the  country,  give  the 
post-office,  the  county,  and  the  state. 

For  the  residence  of  a  person  in  the  city,  give  the 
number  of  the  house,  the  name  of  the  street,  the  city, 
and  the  state. 

The  names  of  the  days  of  the  week  and  the  months 
of  the  year  begin  with  Capitals,  but  the  names  of  the 
seasons  begin  with  small  letters. 

In  writing  a  date,  put  the  month  and  the  day  to- 
gether, and  separate  them  from  the  year  by  a  comma. 

In  a  letter,  give  the  place  and  the  date  of  writing,  a 
friendly  or  courteous  greeting,  and  then  write  the  main 
part,  or  body.  After  this  write  a  friendly  or  courteous 
closing-  line,  and  sign  your  name. 

(For  the  form  and  position  of  these  parts,  see  Lessons 
XXXIX.  and  XL.) 

Things   Noticed,   in   Passing. 

We  say  ^^ lives  at  ,*'  if  the  place  is  small. 

We  say  'Mives  in ,"  if  the  place  is  a  large  city,  or  a 

division  of  the  country. 

We  say  "  lives  at  10  Grand  Street,^'  etc. 

We  say  ^Mives  in"  a  certain  street.  (See  Lesson 
XXXV.) 

We  say  "Bertha  and  I,"  "papa  and  I,"  etc.;  not  "I 
and  Bertha,'^  etc.     (See  Lessons  XXXIX.  and  XL.) 


^.  iK 


CHIEF  NAMES  AND   THEIR   VERBS.  §9 

LESSON     XLI. 

Chief    Names    and    Their  Verbs  — Adding  S, 

EXERCISE. 

1.  The  frog  croaks. 

2.  The  frog8  croak. 

3.  The  swallow  twitters. 

4.  The  swallows  twitter. 

5.  The  lamb  bleats. 

6.  The  lambs  bleat. 

T.  The  rooster  crows. 

8.  The  roosters  crow. 

9.  The  brook  babbles. 
10.  The  brooks  babble. 

What  to  See  and  Do, — What  differences  can  yon  find 
between  the  first  and  the  second  sentence  ? 

The  word  frogs  means  more  than  one — it  may  be  two  or 
hundreds. 

Would  it  sound  right  to  say,  Frogs  croaks  f 

Find  the  differences  between  tlie  sentences  in  each  of  the 
other  groups. 

When  the  verb  tells  what  one  thing  does,  how  does  it  end  ? 

How  can  a  name  be  made  to  mean  more  than  one  ? 

AVrite  five  sentences  each  telling  what  one  thing  does, 
and  then  change  them  to  tell  what  two  or  more  things  do. 


90  INTRODUCTORY  LANGUAGE   WORK. 

LESSON     XLII. 

Chief    Names    and   Their  Verbs  — Adding  S. 

EXERCISE. 

1.  The  wind  blows. 

2.  The  winds  blow. 

8.  The  bough  bends. 

4.  The  boughs  bend. 

5.  The  bud  swells. 

6.  The  buds  swell. 

7.  The  squirrel  leaps. 

8.  The  squirrels  leap. 

What  to  See  and  Do, — Find  the  differences  between 
the  first  and  the  second  sentence  above. 

Do  the  same  for  each  of  the  other  three  pairs  of  sen- 
tences. 

Notice  that  these  verbs  ending  in  .<?  ail  tell  what  one 
thing  does,  not  what  it  did  in  the  past  or  will  do  in  some 
time  to  come. 

The  Avind  blew. 
The  winds  blew. 
The  wind  will  blow. 
The  winds  will  blow. 

Look  at  these  four  sentences,  and  see  whether  the  verb 
adds  s  when  it  tells  what  one  thing  did  or  will  do. 


CHIEF  NAMES  AND   THEIR    VERBS.  gj 

When  a  verb  tells  what  one  thing  does,  how  does  it 
end  ? 

How  can  a  name  be  made  to  mean  more  than  one  ? 

Write  five  sentences  each  telling  what  one  thing  does, 
and  then  change  them  to  tell  what  two  or  more  things  do. 

To  the  Teacher. — The  words  hough  and  blew  in  these  sentences 
suggest  exercises  on  the  homonyms: — 


h,     blew, 
bow ;        blue. 


LESSO  N     XLI  I  I. 

Chief    Names    and  Their  Verbs  — Js  and  Are, 

EXERCISE. 

1.  The  wind  is  blowing. 

2.  The  winds  are  blowing, 

3.  The  bough  is  bending. 

4.  The  boughs  are  bending. 

5.  The  bud  is  swelling. 

6.  The  buds  are  swelling. 

7.  The  squirrel  is  leaping. 

8.  The  squirrels  are  leaping. 

What  to  See, — What  differences  do  you  find  between  the 
first  sentence  and  the  second  ? 


92  INTRODUCTORY  LANGUAGE   WORK. 

Examine  each  of  the  other  three  pairs  of  sentences,  and 
tell  Avhat  you  discover. 

When  you  use  is,  do  you  speak  of  one,  or  more  than  one  ? 
When  do  you  use  are  f 

QUESTIONS. 

Is  the  wind  blowing  ? 
Are  the  winds  blowing? 

What  to  See, — Point  out  the  differences  between  these 
two  sentences  and  the  first  two  at  the  beginning  of  the 
lesson. 

How  may  each  of  the  other  six  sentences  be  changed  to 
a  question  ? 

EXCLAMATIONS. 

How  the  wind  is  blowino^ ! 
How  the  winds  are  blowing  ! 

What  to  See, — Find  the  differences  between  these  two 
sentences  and  the  two  at  the  beginning  of  the  lesson. 
Is  is  used  in  speaking  of  what  ? 
Are  is  used  in  speaking  of  what  ? 

EXERCISES     FOR    WRITING. 

"Write  statements  using  is  and  are. 
Write  questions  using  is  and  a7'e. 
Write  exclamations  using  is  and  are. 
Change  your  statements  to  questions. 


^ 


CHIEF  NAMES  AND   THEIR   VERBS.  93 

LESSON     XLIV. 

Chief    Names   and  Their  Verbs  — fFas  and   Were, 

EXERCISE. 

1.  The  wind  was  blowing. 

2.  The  winds  were  blowing. 

3.  The  bough  was  bending. 

4.  The  boughs  were  bending. 

5.  The  bud  was  swelling. 

6.  The  buds  were  swelling. 

T.  The  squirrel  was  leaping. 
8.  The  squirrels  were  leaping. 

What  to  See. — Find  the  differences  between  the  first  and 
the  second  sentence  of  each  group  above. 

Is  was  used  in  speaking  of  one  thing,  or  more  than  one 
thing  ? 

Is  were  used  in  speaking  of  one  thing,  or  more  than 
one  thing  ? 

QUESTIONS. 

Was  the  wind  blowing  ? 
Were  the  winds  blowing  ? 

What  to  See, — What  differences  can  you  find  between 
these  two  sentences  and  the  two  at  the  beginning  of  this 
lesson  ? 


94  INTRODUCTORY  LANGUAGE   WORK. 

How  may  each  of  the  other  sentences  be  changed  to  a 
question  ? 

EXCLAMATIONS. 

How  the  wind  was  blowing^ ! 
How  the  winds  loere  blowing  ! 

What  to  See  and  Do. — How  do  these  t'wo  sentences 
differ  from  the  first  two  at  the  beginning  of  this  lesson  ? 

Write  a  statement,  a  question,  and  an  exclamation,  using 
was,  and  then  change  each  so  as  to  use  were. 

LESSON     XLV. 

A   Study  of   Sentences  — Putting   Sentences 
Together. 

EXERCISE. 

1.  A  faint  gray  light  begins  to  steal  over  the  woods. 

2.  A  faint  gray^  light  begins  to  steal  over  the  fields. 

3.  The  stars  all  fade  out  from  the  sky. 

4.  They  fade  out  one  by  one. 

5.  A  light  breeze  springs  up. 

6.  The  breeze  sets  the  leaves  and  the  flowers  all  nod- 
ding and  whispering  to  each  other. 

What  to  See. — In  each  of  these  sentences  we  have  under- 
lined the  verb. 

You  may  find  the  subject. 


A   STUDY  OF  SENTENCES.  95 

Which  of  the  subjects  mean  hut  one  ? 
How  do  their  verbs  end  ? 
Which  subjects  mean  more  than  one  ? 
Do  their  verbs  add  s  ^ 

Copy  Ike  following: — 

Watching  the  Sun  Eise. 

A  faint  gray  light  hegins  to  steal  over  the  yjoods  and 

the  fields.     The  stars  all  fade  out  one  hy  one  from  the 

sky,  and  a  light  l)reeze  springs  up,  which  sets  the  leaves 

and  the  flowers  all  nodding  and  whispering  to  each  other. 

What  to  See, — Which  of  the  sentences  given  at  the 
beginning  of  the  lessoii  are  here  put  together  ? 

Can  you  tell  how  it  is  done  ? 

You  have  learned  that  which  can  take  the  place  of  a 
name  and  help  to  join  sentences. 

It  can  also  take  the  place  of  treeze.  Try  it  in  place  of 
hreeze  in  the  last  sentence,  and  see  whether  it  will  join 
the  sentences  as  which  does. 

To  the  Teacher. — The  pupils  may  change  the  verbs  in  these  sen- 
tences to  hegan,  faded,  sprang,  and  set,  and  so  describe  the  sunrise  as 
past. 

Let  them  see  that  no  s  is  now  added. 

Help  them  to  see  the  beauty  of  the  selection  above.  Let  them  see 
how  it  helps  the  picture  to  imagine  the  leaves  and  flowers  to  be  like 
persons. 

Let  them  note  the  commas  between  the  sentences  connected  by  and 
and  which.     Easy  questions  may  bring  out  some  of  the  helping  words. 


96  INTRODUCTORY  LANOUAQE  WORK. 

LESSO  N     X  LVI. 

A   Study  of  Sentences  — Using   the    Chief    Parts 
Correctly. 

EXERCISE. 

1.  The  little  birds  begin  to  twitter. 

2.  They  call  softly  to  their  friends. 

3.  Their  friends  are  in  the  branches  above  and  below. 

4.  The  sun  is  coming. 

6.  The  sun  makes  them  happy. 

6.  Perhaps  they  are  telling  each  other  this. 

7.  The  light  growls  stronger  and  stronger. 

8.  Very  soon  the  sun  shows  its  bright  rim  above  the 
hills. 

9.  It  flings  its  golden  beams  over  the  trees  and  tlie 
houses. 

What  to  See  and  Do, — In  each  of  these  nine  sentences 
we  have  underlined  the  verb. 

You  may  find  the  subject. 

Which  of  these  verbs  tell  about  one  thing  ? 

AVhich  tell  about  more  than  one  ? 

Whicli  of  these  subjects  are  made  to  mean  more  than  one 
by  adding  s  ? 

Use  was  or  were  in  each  of  the  sentences  above,  thus  : 
*'The  little  birds  were  beginning  to  twitter." 

Make  the  nine  sentences  above  read  together  smoothly. 


PUTTING  SENTENCES   TOGETHER.  97 

LESSON    XLVI  I. 

Putting    Sentences    Together. 

Copy  the  following  : — 

Watching  the  Sun  Eise — Continued. 

The  Utile  birds  hegin  to  twitter  and  call  softly  to  their 
friends  in  the  branches  above  and  below.  Perhaps  they 
are  telling  each  other  that  the  sun  is  coming  to  make  them, 
happy. 

The  light  grows  stronger  and  stronger.  Very  soon  the 
sun  shows  its  bright  rim  above  the  hills,  and  flings  its 
golden  beams  over  the  trees  and  the  houses. 

What  to  See  and  Do. — Notice  how  the  first  three  sen- 
tences of  Lesson  XLVI.  have  liere  been  put  into  one. 

In  this  new  sentence  birds  and  begin  are  the  chief  words, 
and  all  the  others  are  now  helpers. 

How  many  sentences  of  Lesson  XLVI.  are  put  into  the 
next  sentence  ? 

What  has  been  done  with  the  last  three  sentences  of  Les- 
son XLVL? 

Why  were  the  sentences  above  put  into  two  paragraphs  ? 

Describe  the  sunrise  as  past,  and  find  other  ways  of  put- 
ting the  sentences  together. 

To  the  Teacher. — The  word  sun  above  suggests  exercises  on  the 

homonyms  :  — 

sun,  son. 


98  INTRODUCTORY  LANGUAGE   WORK. 

LESSON     XLVI  I  I  . 
Composition—  Hints. 

When  you  went  to  see  the  sun  rise,  how 
did  3^ou  get  started  ?         Where  did  you  go  i 

Did  the  sun  come  up  from  behind  a  hill  \ 

In  what  direction  did  you  look  ? 

After  the  sun  was  up,  did  the  birds  burst  into 
loud  song  1  AYhat  voice  was  first  and  loudest  ? 
What  voices  joined  in  i  What  happened 
then?  What  did  the  flowers  do?  What 
did  the  insects  do  ? 

Do  you  think  it  a  pity  that  people  are  not 
up,  like  the  birds,  at  daybreak  ?         Why  ? 

IVhat   to   Do, — Get    what    help    you    can    from   these 
''  hints  "  and  make  a  short  composition. 

LESSON     XLIX. 
Have  and   Has,  Do  and   Does. 

EXERCISE. 

1.  The  wind  has  blown, 

2.  The  winds  have  blown. 

3.  The  bough  has  bent. 

4.  The  boughs  have  bent. 

5.  The  bud  has  swollen. 

6.  The  buds  have  swollen. 


HAVE  AND  HAS,  DO  AND  DOES.  99 

What  to  See  and  Do, — Compare  the  two  sentences  in 
each  of  these  three  groups. 

AVith  what  kind  of  names  is  has  used  ? 

With  what  kind  of  names  is  have  used  ? 

Change  each  sentence  to  a  question,  and  tell  how  it  is 
done. 

EXERCISE. 

1.  The  wind  does  blow. 

2.  The  Avind.s  do  blow. 

3.  The  bough  does  bend. 

4.  The  boughs  do  bend. 

5.  The  bud  does  swell. 

6.  The  buds  do  swell. 

What  to  See  and  Do, — With  wliat  names  is  does  used  ? 

With  what  names  is  do  used  ? 

You  notice  that  we  say  does  Uow  and  do  Uow  when  we 
wish  to  speak  with  emphasis. 

Write  a  statement,  a  question,  and  an  exclamation,  using 
does,  then  change  each  so  as  to  use  do. 

To  the  Teacher. — The  illustrations  that  we  have  given  of  the  use 
of  -s,  is,  are,  was,  were,  have,  has,  do,  does,  may  be  sufficient  to  show 
how  the  verb  agrees  with  its  subject.  Full  formal  rules  or  statements 
are  not  here  desired. 

There  is  danger  of  spending  too  much  time  in  multiplying  these 
short,  unrelated  sentences,  in  which  there  is  little,  if  any,  liability  to 
error. 


100  INTRODUCTORY  LANGUAGE   WORK. 

LESSON     L. 

Using    Verbs   with    I  and    You, 

What  to  See  and  Do, — Use  /  for  subject,  where  you 
can,  in  the  sentences  of  Lesson  XLI. 
Do  the  verbs  add  s  with  I? 
Use  you  in  the  same  sentences  where  you  can. 
Do  verbs  add  s  with  you  ? 
Change  the  same  sentences  so  as  to  use 

is,  are,  tvas,  were, 
have,  has,  do,  does, 

and  see  which  will  take  /  for  subject. 

See  how  many  of  these  verbs  will  take  you  for  subject. 
You  found  that  /needed 

am,  ivas,  have,  do. 

Write  statements  using  are,  tvere,  have,  and  do  with  the 
subject  you. 

Change  each  of  these  statements  to  a  question. 

You  may  stand  for  one  or  more  than  one,  but  its 
verb  is  always  used  as  if  you  meant  more  than  one ; 
as,  '^  You  are  ;  "  **  You  were." 

To  the  Teacher. — We  suggest  much  oral  practice  on  short  sen- 
tences, using  "You  were ;  "  "  Were  you  ?"  etc.  Such  sentences  as  "I 
was  there  yesterday,"  "  I  was  in  time,"  may  be  put  on  the  board.  The 
pupils  may  change  I  to  you  and  repeat  the  sentences  rapidly,  first  as 
statements,  then  as  questions. 


THE  CONTRACTIONS  ISN'T,  AREN'T,  ETC.  IQl 

LESSON     LI. 

The    Contractions    If^riH,  Aren^ty   Etc. 

Copy  the  following  very  carefully  : — 

What  to  See  and  Do. — The  first  word  of  these  script 
lines  is  made  up  of  is  and  not. 

Notice  that  a  little  mark  is  placed  between  71  and  t  to 
show  where  the  0  is  left  out. 

This  mark  is  like  a  comma,  but  it  is  higher  up. 

Describe  each  of  the  other  words. 

Make  four  sentences,  using  the  words  of  the  first  line  in 
telling  about  one  thing  ;   as, 

The  drone  does7it  work. 

Make  four  sentences,  using  the  words  of  the  second  line 
in  telling  about  more  than  one  thing  ;  as. 

The  drones  donH  worh. 

Do  work  is  the  chief  part  that  tells.  The  word  Tiot  denies 
what  the  other  words  tell. 

These  forms  at  the  beginning  of  the  lesson  are  called 
contractions. 

You  see  they  have  no  period  at  the  end  as  abbreviations 
have. 


102  INTRODUCTORY  LANOUAOE    WORK. 

There  is  great  danger  of  using  doii*t  for  doesn't. 

Use  each  of  these  Avords  five  times. 

To  the  Teacher. — These  exercises  may  ha  continued  by  changing 
the  statements  to  questions. 

Let  such  exercises  be  extended,  and  reviewed  again  and  again  till 
the  tendency  to  say  "He  <iow7,"  etc.,  is  overcome. 

Test  the  pupils  to  find  whether  any  are  in  the  habit  of  using 

ain't,  hain't,  ''taiyit. 

If  such  words  are  found  in  use,  emphasize  the  fact  that  they  are 
wrong,  and  give  much  oral  drill. 


LESSON     LI  I. 

Putting   Sentences    Together  — Commas— Chief 
Names    and    Their    Verbs. 

EXERCISE. 

1.  On  the  bee's  leg  is  a  basket. 

2.  On  the  bee's  leg  is  a  brush. 

3.  On  the  bee's  leg  is  a  tool  to  press  wax. 

What  to  See, — Which  generally  comes  first,  the  chief 
name,  or  the  cliief  word  that  tells  ? 

You  see  that  in  the  first  sentence  we  talk  about  a  basket. 

What  is  the  chief  word  that  tells  ? 

Eead  the  phrase  that  helps  by  telling  where  the  basket  is. 

In  each  of  the  other  sentences  pick  out  the  chief  parts, 
and  then  read  the  helping  phrase  that  tells  where. 

Begin  with  the  word  a  and  read  each  sentence. 


PUTTING  SENTENCES   TOGETHER— COMMAS.  103 

Copy  the  following  : — 

What  to  See. — You  see  that  Ave  have  put  our  three  sub- 
jects, basket,  brush,  and  tool,  together  and  said  the  same  of 
all  three  things. 

Now  that  we  talk  about  three  things,  should  we  use  is, 
or  are? 

Notice  particularly  that  in  putting  together  these  three 
words  we  put  and  between  the  last  two  only,  and  then 
separate  the  three  by  commas. 

In  such  sentences  all  the  ands  are  sometimes  put  in,  and 
then  the  commas  are  not  needed. 

EXERCISE. 

1.  A  large  cell  is  provided  for  the  baby  queen. 

2.  The  best  food  is  provided  for  the  baby  queen. 

3.  Delicate  care  is  provided  for  the  baby  queen. 

What  to  See  anil  IJo. — We  have  underlined  the  verb  in 
each  sentence. 

Find  the  subject  in  each. 

Are  the  chief  parts  here  changed  about  as  in  the  pre- 
ceding "^  exercise  "  ? 


104  INTRODUCTORY  LANOUAOE   WORK. 

Why  do  we  use  is  in  each  sentence  ? 

Begin  with /or  and  read  each  sentence. 

Put  the  three  sentences  together  as  we  did  the  three  pre- 
ceding. 

Put  them  together  again,  and  change  the  place  of  the 
helping  phrase,  for  the  baby  queen. 

LESSON     LI  I  I. 

Putting   Sentences    Together — Commas  — Chief 
Names    and   Their  Verbs. 

EXERCISE. 

1.  The  fly  has  six  legs. 

2.  The  bee  has  six  legs. 

3.  The  wasp  has  six  legs. 

4.  The  ant  has  six  legs. 

5.  Other  insects  have  six  legs. 

What  to  See, — Find  the  two  chief  parts  in  each  sentence. 
Why  is  lias  used  in  the  first  four  ? 
Wliy  is  have  used  in  the  last  ? 

Copy  the  following  : — 


PUTTING  SENTENCES  TOGETHER— COMMAS.  IQo 

What  to  See. — We  have  here  put  together  five  subjects 
and  then  said  the  same  of  all  the  things. 

How  many  commas  are  used  to  separate  the  subjects  ? 
VV  here  is  the  and  placed  ? 

EXERCISE. 

1.  Moths  steal  the  bees'  honey. 

2.  Snails  steal  the  bees'  honey. 
8.  Wasps  steal  the  bees'  honey. 

4.  Other  foes  steal  the  bees'  hone\. 

What  to  See  and  Do. — Ohange  mollis  to  mean  but  one, 
then  read  the  sentence. 

What  other  changes  do  you  find  ? 

Change  the  other  subjects  in  the  same  way. 

When  do  you  find  s  added  to  the  verb  ? 

When  do  you  find  s  added  to  the  subject  ? 

Join  these  four  sentences  as  the  five  preceding  sentences 
were  joined. 

How  many  commas  have  you  used  with  the  four  subjects 
that  you  have  joined  ? 

W^here  did  you  put  the  word  that  connects  ? 

To  the  Teacher. — Let  the  pupils  make  and  put  together  sentences 
of  their  own. 

The  use  of  the  apostrophe  in  the  word  &ees',  found  above,  may  be 
explained  as  showing  that  the  bees  own,  or  possess,  the  honey.  Let  the 
pupils  see  that  the  s  here  means  more  than  one  bee.  Let  them  com- 
pare this  possessive  with  the  one  in  Lesson  LIl. 


106    '  INTRODUCTORY  LANGUAGE   WORK. 

LESSON     LIV. 

Putting   Sentences    Together  — Commas  — Chief 
Names    and  Their  Verbs. 

EXERCISE. 

1.  A  fly  does  not  grow  after  getting  legs  and  wings. 

2.  A  bee  does  not  grow  after  getting  legs  and  wings. 

3.  A  wasp  does  not  grow  after  getting  legs  and  wings. 

What  to  See  and  Do, — We  have  marked  the  verbs. 

Xotice  that  each  verb  is  made  up  of  two  words. 

What  does  the  little  word  between  the  two  parts  of  the 
verb  do  ? 

Make  contractions  in  these  sentences  as  we  did  in  Les- 
son LI. 

Should  you  here  use  doesn't,  or  don't? 

Begin  with  after  and  read  each  of  the  three  sentences 
above. 

Eead  each,  and  put  the  helping  phrase,  after  getting  legs 
and  wings,  between  the  subject  and  its  verb. 

Put  the  three  sentences  together. 

Tell  how  it  was  done. 

EXERCISE. 

1.  Spiders  spin. 

2.  Spiders  weave. 

3.  Spiders  hunt. 


PUTTING  SENTENCES  TOGETHER— COMMAS.  107 

Copy  the  following : — 

What  to  See, — In  the  script  we  use  the  word  spider  but 
once,  and  then  put  the  three  verbs  together  as  we  put 
together  the  names  in  the  other  exercises. 

Notice  that  we  use  the  commas  and  the  and  as  we  did 
when  we  put  names  together. 

EXERCISE. 

1.  The  fly  does  not  grow  after  getting  legs. 

2.  The  fly  does  not  grow  after  getting  wings. 

Copf/  the  following : — 

/^^^^>^^.-€^^^/^^^^^, 

What  to  See, — Notice  that  we  here  j^ut  together  the  two 
words  that  differ,  and  use  all  the  others  but  once. 

You  see  that  the  parts  joined  may  be  chief  parts  or  helpers. 

Notice  that  when  there  are  but  two  things  connected 
and  the  connecting  word  is  put  in,  no  comma  is  needed. 

Additional  Work — Commas. 
To  the  Teacher. — The  change  here  suggested  in  the  order  of  the 
phrases  found  in  the  first  "  exercise  "  may  give  occasion  for  illustrating 


108  INTRODUCTORY  LANGUAGE  WORK. 

the  use  of  the  comma  to  set  off  a  word  or  phrase  tliat  breaks  in  between 
the  parts  of  a  sentence. 

Pupils  can  easily  be  taught  to  see  that  commas  aid  the  reader  by 
showing  where  slight  breaks  are  made  in  the  sentence. 

Few  rules  are  needed. 

LESSON     LV. 

A   Study   of   Sentences— Putting   Sentences 
Together. 


EXERCISE. 

1.  Here  is  a  fly. 

2.  This  fly  lives  in  our  houses. 

3.  See  his  two  large  eyes. 

4.  They  take  up  nearly  the  whole  of  his  head. 

5.  The  fly  has  two  Avings. 

G.  The  butterfly  has  four  wings. 

7.  The  bee  has  four  wings. 

8.  Most  other  insects  have  four  wings. 


A   STUDY  OF  SENTENCES.  '      109 

What  to  See, — We  have  underlined  the  verbs.  You 
may  find  the  subjects. 

Why  is  is  used  in  the  first  sentence  ? 

What  word  tells  where  the  fly  is  ? 

Why  is  s  needed  with  lives  f 

What  little  phrase  tells  where  this  fly  lives  ? 

Is  the  next  sentence  r^  statement  ? 

The  subject  you  is  left  out. 

Why  does  tahe  not  end  in  s  f* 

Tell  why  has  and  have  are  used  correctly  in  these  sen- 
tences. 

Copy  the  following : — 

Watching  a  Fly. 

Here  is  the  fiy  that  lives  in  our  houses. 

See  his  two  eyes  that  take  %ip  nearly  the  whole  of  his 
head. 

The  fly  has  two  toings,  hut  the  hutterfly^  the  hee,  and 
most  other  insects  have  four  icings. 

What  to  See. — We  make  that  take  the  place  oijiy  in  the 
second  sentence  of  the  '^  exercise/^  and  so  we  join  the  first 
two  sentences. 

You  will  remember  that  which  has  done  this  same  work 
for  us. 

Tell  how  we  join  the  next  two  sentences. 

Tell  how  the  last  three  sentences  of  the  '^exercise"  are 
put  together. 


110     •  INTRODUCTORY  LANGUAGE   WORK. 

Find  in  the  new  sentence  the  three  subjects  of  have. 
IIow  are  these  subjects  connected  ? 
Where  is  and  understood  ? 

What  have  you  learned  about  the  commas  liere  used  ? 
What  does  the  word  lut  join  ? 

Can  you  see  why  a  comma  is  needed  before  huty  and  not 
before  that? 

AYatcHIXG   a   Fly — Continued. 
EXERCISE. 

1.  The  fly  has  three  pairs  of  legs. 

2.  With  these  he  runs  very  nimbly. 

3.  He  doesn't  jump. 

4.  Watch  him. 

5.  See  him  brush  his  head. 
0.  See  him  clean  his  head. 

7.  He  uses  his  fore  legs  as  hands. 

What  to  See  and  Do. — Hov/  many  statements  here  ? 
How  many  commands  ? 

Now  put  together,  without  help,  such  of  tliese  sentences 
as  should  go  together. 

Make  what  changes  you  like. 

Make  as  many  groups,  or  paragraphs,  as  you  think  proper. 

To  the  Teacher. — Since  the  pupils  are  required  to  use,  in  these  ex- 
ercises, fore  and  pair,  a  lesson  may  be  given  on  the  use  and  spelling 
of  the  homonyms — 

four,  fore  ; 

pair,  pear,  pare. 


A   STUDY  OF  SENTENCES.  m 


LESSON     LVI. 

A  Study  of    Sentences— Putting   Sentences 
Together. 

EXERCISE. 

1.  The  fly  first  brushes  one  side. 

2.  He  then  brushes  the  other  side. 

3.  Then  he  rubs  his  legs  together. 

4.  This  drives  the  dust  out  of  the  hairs. 

5.  After  this  he  gives  himself  the  finishing  touches. 

What  to  See. — You  may  find  the  subjects  of  the  verbs 
we  have  marked. 

Why  does  each  verb  end  in  s  f 

Notice  that  es,  a  syllable,  is  added  to  hrush. 

It  would  be  very  hard  to  sound  s  after  sh.     Try  it. 

Copy  the  folloiving : — 

Watching  a  Fly — Continued. 
The  fiy  first  hrashes  one  side,   then   the  other.      Then 
he  rubs  his  legs  together  to  drive  the  dust  out  of  the  hairs. 
After  this  he  gives  himself  tlie  finishing  touches. 

What  to  See, — What  words  were  left  out  in  putting  the 
first  two  sentences  of  the  "^exercise  ''  together  ? 

These  words  are  understood — we  do  not  need  to  repeat 
them. 


112  INTRODUCTORY  LANGUAGE  WORK. 

Notice  the  comma. 

Which  sentence  was  changed  to  a  long  helping  phrase  ? 

Watching   a  Fly — Continued. 

EXERCISE. 

1.  The  fly  has  no  jaws  or  teeth  to  eat  with. 

2.  He  has  a  tiny  tube. 

3.  He  sucks  up  his  food  through  this. 

4.  We  suck  water  through  a  straw  in  the  same  way. 

5.  He  lets  a  drop  of  water  fall  from  this  tube  on  a 
piece  of  sugar. 

6.  The  sugar  softens. 

7.  He  sucks  up  the  sweet  liquid. 

8.  He  brushes  and  cleans  himself  carefully  after  every 
meal. 

9.  He  uses  his  hairy  legs  for  brushes. 

What  to  Do. — Put  these  sentences  together  so  that  they 
will  read  easily  and  smoothly. 


A    GATHERING    UP. 

To  the  Teacher.— See  "  To  the  Teacher,"  p.  36. 

A  single  verb  adds  s  to  tell  what  one  thing  does. 

Is,  was,  has,  and  does  are  used  with  subjects  that 
mean  but  one. 

Are,  were,  have,  and  do  are  tised  with  subjects  that 
mean  more  than  one. 


WAMFS  CHANGE!)  TO  MEAN  MORE  THAN  ONE.         II3 

Verbs  with  /  and  you  do  not  add  s. 

Am,  was^  have,  and  do  are  used  with  I. 

You  may  mean  one  or  more  than  one,  but  the  verb  is 
always  used  as  if  you  meant  more  than  one. 

Some  words  are  contracted  by  leaving  out  letters  and 
putting  the  apostrophe  in  their  place. 

CONTRACTIONS. 

Isn^ff      tvasn't,      hasn't,       doesn't , 
aren't,   tverenH,     haven't,    don't. 

Be  careful  not  to  use  don't  for  doesn't.  Ain't,  hain't, 
Hain't  are  incorrect. 

Tfiree  or  more  nyords  or  phrases  connected  and  used 
in  the  same  laay  are  generally  separated  hy  Commas. 


LESSON     LVII. 
Names   Changed   to    Mean    More  than    One, 

EXERCISE. 

flower  bird  lamb  squirrel 

flowers         birds         lambs  squirrels 

dress  ax  watch  thrush 

dresses  axes         watches         thrushes 

What  to  Do. — Make  good  sentences,  using  all  the  names 
that  end  in  s  or  es, 
8 


114 


INTRODUCTORY  LANOUAOE   WORK. 


Change  your  sentences  and  make  these  names  mean  one 
thing. 

Be  sure  to  find  whether  other  words  need  changing. 

Learn  to  spell  the  words  of  the  "  exercise."' 

Names  are  made  to  mean  more  than  one  by  adding 
s  or  es. 

To  the  Teacher. — The  exercise  of  changing  sentences  as  suggested 
above  U  very  valuable,  and  should  be  followed  up. 


LESSON     LVIII. 
Names    Changed   to    Mean   More  than    One. 


EXERCISE. 

daisy 

lily 

poppy 

pansy 

daisies 

lilies 

poppies 

pansies 

Talle}^ 

turkey 

inonke}^ 

chimney 

valleys 

turkeys 

monkeys 

chimneys 

wolf 

leaf 

proof 

roof 

evolves 

lesives 

proofs 

roofs 

What  to  See  and  Do. — Notice  that  some  of  the  names 
ending  with  j  change  the  y  to  ie  when  s  is  added. 

Some  others,  you  see,  do  not  change  the  y. 
Notice  that  the  latter  have  e  before  the  y. 
If  a,  e,   or  o  is   before  the  y,  s    is   added  without 
changing  the  y. 


NAMES   CHANGED   TO  MEAN  MORE  THAN  ONE.        115 


Tell  how  the  other  words  are  changed  to  mean  more 
than  one. 

Learn  to  spell  the  words  of  the  preceding  "  exercise/' 

EXERCISE. 

1.  The  daisy,  lily,  poppy,  and  pansy 
are  blooming  in  the  valle3\ 

2.  The  monkey  has  chased  the  tur- 
key from  the  chimney. 

3.  The  leaf  falls  on  the  roof. 

What  to  See  and  Do, — Find  five  names  in  the  first  sen- 
tence. 

Find  the  verb. 

How  many  things  does  this  verb  tell  about  ? 

What  have  you  learned  about  writing  these  names  together? 

Which  name  belongs  to  a  helping  phrase  that  tells  where 
the  flowers  are  blooming  ? 

How  many  sentences  can  you  make  of  the  first  sentence 
above  ? 

Make  them  orally. 

Of  what  is  something  said  in  the  next  sentence  ? 

In  this  sentence  two  of  the  names  are  among  the  helping 
words. 

One  tells  what  the  monkey  has  chased. 

What  does  the  other  help  to  tell  ? 

Find  the  chief  parts  of  the  third  sentence. 

What  does  the  phrase  on  the  roof  tell  ? 

Change  these  three  sentences  so  as  to  make  each  name 
mean  more  than  one. 


116 


INTRODUCTORY  LANQUAOE   WORK. 


LESSON     LIX. 
Names  Changed  to  Show   Possession. 
Copy  the  following  words  carefully : — 


.^^U^r^l^^         y'TT^ZVT^i^e^^^^^d^ 


EXERCISE. 

1.  The  daisy's  petals  fold  at  night. 

2.  The  lily's  cup  shows  beautiful  tints. 

3.  "Y^Q  jpansy'' s  face  peeps  up. 

4.  The  turkey's  voice  doesn't  charm  the  ear. 

5.  Aren't  that  monkey'' s  fingers  in  mischief  ? 

6.  The  wolf^s  howl  is  ringing  on  the  mountain. 

What  to  See. — The  apostrophe  (')  and  s  are  joined  to 
daisy  to  show  that  the  daisy  has,  or  possesses,  petals. 

The  apostrophe  and  s  are  joined  to  lily  to  show  that  the 
lily  has,  or  possesses,  the  cup. 

Tell  what  the  apostrophe  and  s  show  in  each  of  the  other 
sentences. 

Notice  that  these  names  showing  possession  are  all  help- 
ing words  joined  to  another  name. 

In  the  first  sentence  petals  is  the  chief  name. 

We  say  the  petals  fold,  not  the  daisy. 

Daisy's  tells  whose  petals  fold,  and  so  helps  the  subject. 


NAMES   CHANGED   TO  SHOW  POSSESSION.  I17 

Lily's  tells  whose  cup. 

Find  what  each  of  the  other  words  showing  possession 
does  in  the  sentence. 

Each  of  these  names  ending  in  's  means  but  one. 

Notice  that  each  simply  adds  ^s,  and  that  y  is  not  changed 
to  ie,  nor/ to  ve,  as  in  the  preceding  lesson. 

Find  in  the  "  exercise  "  two  contractions,  and  tell  what 
the  apostrophe  stands  for. 

To  the  Teacher. — That  each  of  these  possessives  means  but  one,  and 
that  the  apostrophe  precedes  the  s,  should  be  impressed. 

In  the  fourth  and  fifth  sentences  the  pupil  is  liable  to  use  the  wrong 
verb.  Exercises  in  repeating  and  changing  these  and  similar  sen- 
tences will  be  profitable. 

Chief  Parts  and.  their  Helpers. 

The  pupils  should  be  able  to  point  out  the  chief  words  and  their 
helpers. 

LESSON     LX. 

Names    Changed   to   Show    Possession  — One   and 
More   than    One. 

Copy  the  following  words  carefully,  and  compare  them  with 
the  words  at  the  beginning  of  Lesson  LIX.:— 


y€^>a^J-C£<Jy        ^-^^^^^^ 


.^^i^:z<n^j^£d^    .^u^t^iy2/t^dy      /?r2^c^7uh^/^Jy 


118  INTRODUCTORY  LANGUAGE   WORK. 

EXERCISE. 

1.  The  daisies'  heads  are  nodding  to  us. 

2.  The  lilies'  cups  are  robbed  by  the  bees. 

3.  The  pansies^  faces  look  hke  laughing  fairies. 

4.  The  turkeys'  voices  have  suddenly  stopped. 

5.  Monkeys^  faces  are  grinning  at  us. 

0.  The  wolves^  voices  answer  each  other. 

What  to  See, — -The  apostrophe  (')  is  joined  to  daisies  to 
show  that  the  daisies  own,  or  possess,  the  heads. 

You  have  learned  that  the  s  at  the  end  of  daisies  makes 
the  word  mean  more  than  one. 

Here  the  apostrophe  alone  shows  the  possession. 

The  apostrophe  is  joined  to  lilies  to  show  that  the  lilies 
own,  or  possess,  the  cups. 

Tell  what  each  of  the  other  apostrophes  shows. 

Notice  that  these  names  showing  possession  are  all  help- 
ing words  joined  to  another  name. 

Daisies'  helps  to  picture  the  thing  we  are  talking  about 
by  telling  whose  heads  are  nodding. 

Lilies'  helps  the  next  subject  by  telling  whose  cups. 

You  may  tell  what  each  of  the  other  Avords  in  italics 
does. 

How  many  of  the  helping  names  above  mean  more  than 
one  ? 

How  do  you  know  ? 

To  the  Teacher. — That  the  s  in  these  possessives  is  added  to  make 
the  name  mean  more  than  one,  and  that  the  apostrophe  is  afterward 
added  to  show  the  possession,  should  be  thoroughly  understood. 


BOW  TO  SHOW  POSSFSSIOK  119 

Chief  Parts  and  their  Helpers. 

We  advise  exercises  in  pointing  out  the  chief  words  and  noting  their 
agreement,  and  in  changing  the  number  of  the  subjects  that  other 
necessary  changes  may  be  noted. 

What  the  helping  words  do  should  be  told,  in  a  general  way,  by  the 
pupils. 

LESSON     LXl. 

^  How   to    Show    Possession  — One   and    More 
than   One. 

Copy  the  following  careful! jj  : — 

baby's  nose  wren's  song 

babies'  noses  wrens'  songs 

calf's  food  Maggie's  hat 

calves'  food  lady's  dress 

Harry's  kite  ladies'  dresses 

America's  flag  George's  drum. 

What  to  See. — Are  any  of  these  expressions  sentences  ? 
Why  ? 

Which  of  the  names  copied  are  common  names  ? 

Which  are  particular  names  ? 

What  have  you  learned  about  such  names  ? 

Which  of  the  names  that  show  possession  mean  but  one  ? 

How  is  each  of  these  made  to  show  possession  ? 

Which  of  the  names  that  show  possession  mean  more  than 
one  ? 

How  is  each  of  these  made  to  show  possession  ? 


120 


INTRODUCTORY  LANGUAGE    WORK. 


EXERCISE. 

man 

woman 

chUd 

men 

women 

children 

ox 

mouse 

goose 

oxen 

mice 

ffeese 

What  to  See, — Which  of  these  names  mean  but  one  ? 

Which  mean  more  than  one  ? 

Do  any  of  these  add  s  or  es  9 

Notice  the  words  of  each  pair,  and  see  how  they  differ. 

Copy  the  following  carefully  : — 

man's  home  woman's  bonnet 

men's  homes 


child's  toys 
children's  toys 

mouse's  nest 
mice's  nests 


women's  bonnets 

ox's  horns 
oxen's  horns 

goose's  bill 
geese's  bills 


What  to  See. — Of  these  helping  words  showing  posses- 
sion, which  mean  more  than  one  ? 

Tell  how  each  of  these  twelve  helping  words  is  made  to 
show  possession. 

They  all  show  possession  in  the  same  way,  because  no 
one  of  them  has  added  s  or  es  to  mean  more  than  one. 

When  a  name  has  added  s  or  es  to  denote  more  than 
one^  the  apostrophe  alone  is  Joined  to  show  jtossession. 

To  all  other  na^nes  the  apostrophe  and  s  are  Joined 
to  show  possession. 


BOW  TO  SHOW  POSSUSSIOJ^.  121 


LESSON     LXII. 

How   to   Show    Possession  —  One   and    More 
than   One. 


EXERCISE. 

man 

child 

woman 

fox 

doll 

cricket 

girl 

boy 

pony 

What  to  Do, — -Make  nine  short  sentences,  using  each 
of  the  words  above  to  show  possession. 

Change  each  of  your  sentences  so  as  to  make  this  help- 
ing name  mean  more  than  one,  thus — 

A  child's  voice  is  calling. 
Children's  voices  are  calling. 

LESSON     LX  I  I  I. 

How  to    Show    Possession  — Names,    and  Words 
Used   for  Names. 

EXERCISE. 

1.  A  rat  washes  its  face. 

2.  The  knife  is  his. 

3.  The  ribbon  is  hers. 

4.  The  rabbits  are  ours. 

5.  The  doves  are  yours. 

6.  The  lambs  are  theirs. 


122  INTKODUCTORY  LANGUAGE    WORK. 

What  to  See,  —  What  word  tells  whose  face  ? 

AVhat  name  does  its  take  the  place  of  ? 

Knife  is  understood  after  Ms,  rihhon  after  hers,  rabbits 
after  ours,  doves  after  yours,  and  lamls  after  theirs. 

Notice  that,  when  the  words  understood  are  put  in,  the 
s  is  dropped  from  hers,  ours,  yours,  and  theirs. 

Each  of  these  words  is  a  helping  word  belonging  to  the 
word  understood  and  showing  possession. 

Words  that  stand  for  names  do  not  use  the  apos-- 
trophe  to  show  possession, 

EXERCISE. 

its  his  hers 

ours  yours  theirs 

What  to  Do, — Write  short  sentences,  using  each  of  the 
words  above  to  show  possession. 


EXERCISE. 

oxen 

hens 

geese 

toads 

dogs 

cows 

What  to  Do, — Write  sentences,  using  the  words  above  to- 
show  possession.  Then  change  your  sentences  so  that  each 
of  these  words  shall  mean  but  one. 

To  the  Teacher. — We  suggest  that  the  teacher  give  short  sentences- 
orally,  pausing  for  the  pupils  to  put  in  Ms,  yours,  etc.  If  quick  re- 
plies are  required,  such  errors  as — 

his'n,  your'n,  etc., 
may  be  discovered.     These  will  need  special  attention  and  drill 


GENERAL  EXERCISES— QUOTATIONS. 


123 


LESSON     LX  I  V. 
General    Exercises  — Quotations. 

Copy  the  following  very  carefully : — 


^.^i^yaA/,  C7^ 


What  to  See, — Explain  the  contractions  I'll,  can't  (not 
used  in  formal  writing),  and  ma'am  [madam). 

Explain  all  the  words  that  show  possession. 

Find  in  each  sentence  the  name  of  the  one  addressed,  and 
"tell  what  you  have  learned  about  such  words. 

Notice  the  word  /  in  these  sentences. 

What  have  you  learned  about  this  word  ? 


124  INTRODUCTORY  LANGUAGE   WORK. 


QUOTATIONS. 

Notice  the  marks  before  yes  and  after  try. 

These  marks  show  that  the  words  yes,  sir,  I'll  try  are 
not  the  words  of  the  one  who  writes  the  whole  sentence, 
but  that  they  are  the  exact  words  of  some  other  person — 
Grace. 

We  say  that  these  words  are  quoted  from  Grace. 

In  the  next  sentence  what  words  are  quoted  from  Jack  ? 

These  words  taken  by  the  writer  from  some  other  person 
we  call  Quotations. 

In  the  third  sentence  what  words  are  quoted  from  Julia  ? 

In  the  fourth  what  words  are  quoted  from  some  boy  ? 

In  the  last  what  words  are  quoted  from  some  girl  ? 

Notice  that  each  quotation  begins  with  a  capital. 

Notice  that  each  quotation  is  separated  from  the  other 
words  by  a  comma. 

Notice  that  each  quotation  has  two  apostrophes  at  one 
end,  and  two  turned-over  apostrophes  at  the  other. 

These  are  called  Quotation  Marks. 

When  a  writer  uses  the  exact  words  of  another  per- 
son, he  should  inclose  them  within  Quotation  Marks. 

Dictation. 

To  the  Teacher. — Pupils  should  be  able  to  write  these  sentences 
from  dictation. 

Other  similar  sentences  may  be  made  by  the  pupils'  help,  and  then 
dictated. 

The  time  of  one  or  two  additional  recitations  could  be  very  profit- 
ably spent  here. 


GENERAL  EXERCISES—  Q  UO TA  TIONS. 


135 


LESSON     LXV. 
General   Exercises  — Quotations. 

Copy  the  following  very  carefully : — 


'^>f?u/r. 


/.'O^e^^^sy/C^tTT^^i^na^ 


'/cm/, 


What  to  ^ce.— Find  in  the  first  sentence  an  apostrophe 
that  helps  to  show  possession,  and  one  that  takes  the  place 
of  a. 


126  INTRODUCTORY  LANGUAGE   WORK. 

How  are  I  am,  we  are,  I  have,  it  is  not,  and  there  is  con- 
tracted ? 

Tell  what  the  apostrophe  stands  for  in  each  contraction. 

Of  the  three  names  showing  possession,  which  mean  more 
than  one  ? 

What  shows  the  possession  in  each  ? 

Notice  the  word  0  in  the  last  sentence. 

What  have  you  learned  about  writing  0  when  it  is  a  word  ? 

What  words  are  here  used  simply  to  name  the  one 
addressed  ? 

How  are  these  words  separated  from  the  others  ? 

What  does  the  mark  after  0  hoys  show  ? 

QUOTATIONS. 

Read  each  quotation. 

What  do  you  call  the  marks  before  and  after  each  quota- 
tion ? 

Which  of  these  quotations  is  at  the  beginning  of  the 
sentence  ? 

Which  is  at  the  end  ? 

Which  are  brought  in  between  some  of  the  writer's  own 
words  ? 

If  the  first  quotation  is  read  by  itself,  will  it  make  sense, 
like  a  sentence  ? 

Can  you  say  the  same  of  all  the  others  ? 

The  three  words,  our  lost  Joe,  do  not  make  complete  sense, 
so  this  quotation  does  not  begin  with  a  capital,  and  is  not 
separated  from  the  other  words  by  commas. 

Does  each  of  the  other  quotations  begin  with  a  capital  ? 


PUTTrNO  SENTENCES   TOGETHER— QUOTATIONS.        ^27 

How  is  each  separated  from  the  words  it  is  used  with  ? 

Does  each  quotation  in  Lesson  LXIV.  begin  with  a 
capital  ? 

Does  each  make  complete  sense  ? 

A  quotation  that  makes  complete  sense  begins  ivith 
41  capital f  and  is  generally  separated  from  the  other 
words  bij  a  comma  or  by  two  commas. 

Dictation,  etc. 

To  the  Teacher. — The  term  "  quotation  "  is  here  used  in  the  sense 
of  "exact  quotation/'  The  distinction  between  direct  and  indirect 
quotations  should  be  made  farther  on. 

We  suggest  that  for  other  lessons  the  pupils  learn  to  write  these  sen- 
tences correctly  from  dictation,  and  that  they  be  able  to  explain,  with- 
out the  aid  of  the  book,  all  new  points  brought  out,  as  well  as  the  points 
designed  for  review. 

LESSON     LXVI. 

Putting  Sentences  Together. 
The  Axt  and  the  Grasshopper — A  Fable. 

SEPARATE    STATEMENTS. 

1.  An  ant  was  working. 

2.  She  was  making  a  storehouse. 

3.  She  was  filling  it. 

4.  She  was  tuo^o^ino:  a  o^rain  of  rice. 
6.  A  friend  was  helping. 

6.  The  grain  was  bigger  than  themselves. 

7.  A  grasshopper  came  up. 


.128  INTRODUCTORY  LANGUAGE   WORK. 

STATEMENTS    IN    PARAGRAPHS. 

Copy  the  follo2ving  : — 

An  ant  was  husy  at  work  one  sunny  summer  day.  She 
was  'making  a  storehouse  and  filling  it  with  food  for  her 
family. 

Just  as  she  arid  a  friend  were  tugging  along  a  grain 
of  rice  much  higger  than  themselves^  up  came  a  lively 
grasshopper. 

What  to  See. — Do  you  think  the  first  sentence  above  a 
better  beginning  for  a  story  than  the  first  of  the  ''separate 
statements  "  ? 

Why  ? 

Tell  all  you  can  about  the  making  up  of  the  next  sentence. 

How  many  of  the  ''  separate  statements ''  are  put  into  the 
second  paragraph  above  ? 

Notice  that  the  first  words,  just  as,  help  to  hold  all  the 
others  together,  for  they  keep  us  anxiously  waiting  for  the 
words  at  the  end,  Up  came  a  lively  grasshopper. 

You  may  remember  being  told  that,  in  making  a  story, 
it  is  a  good  thing  to  hold  the  most  interesting  part  for  the 
last,  and  keep  the  reader  anxious  to  know  how  the  story  is 
*'  coming  out.'' 

Tell  what  you  can  about  how  the  four  sentences  were  put 
together  to  make  this  paragraph. 

What  to  Dot — Now  write  this  story  in  your  own  lan- 
guage, and  arrange  it  as  you  think  best. 


QUOTA TTOiVS  DIVIDED.  129 

LESSON     LXVII. 

Quotations    Divided. 

Copy  the  followmg  carefully,  noticing  the  quotation  marks 
very  particularly : — 

The  Ant  and  the  Grasshopper — Continued. 

"  How  do  you  do,  Mother  Ant  f  "  said  the  grasshopper^ 
"  and  why  do  you  work  so  hard  this  fine  day  f  " 

"  O  Mr.  Grasshopper.,  I  work  now  so  that  I  may  have 
food  when  the  cold  days  comer 

"  Nonsense  !  "  replied  the  grasshopper.,  '-''you  need  not 
he  in  such  a  hurry.  Summer  is  not  nearly  over  yet.  Come 
and  enjoy  yourself  as  I  do. 

"  I  do  nothing  hut  chirp  and  dance  all  day  long,  while 
you  creep  about  and  think  of  nothing  hut  work^ 

What  to  See. — Notice  that  in  this  story,  or  fable,  the 
ant  and  the  grasshopper  talk  like  persons,  so  you  find 
Mother  Ant  and  Mr.  Grasshopper  written  as  particular 
names. 

Notice  that  the  story  is  continued  from  Lesson  LXVI. 

Notice  that  the  first  of  these  paragraphs  is  made  up  of 
two  questions  joined  by  and,  with  said  the  grasshopper 
thrown  in  between. 

All  these  words  except  said  the  grasshopper  are  one  quo- 
tation from  the  grasshopper. 
9 


130  INTRODUCTORY  LANOVAGE    WORK. 

Said  the  grasshopper  divides  this  quotation,  so  we  mark 
the  part  before  these  words  and  the  part  after  as  if  each 
were  a  separate  quotation. 

Tell  where  you  find  these  quotation  marks. 

Does  this  marking  leave  said  the  grasshopper  out  of  the 
quotation  ? 

Who  is  quoted  in  the  next  paragraph  ? 

Does  the  story-writer  break  into  this  quotation  with  any 
of  his  own  words  ? 

Who  is  quoted  in  the  next  two  paragraphs  ? 

What  three  words  of  his  own  does  the  story-writer  throw 
in  here  ? 

How  are  the  marks  put  so  as  to  leave  out  these  words 
from  the  quotation  ? 

The  marks  before  /  in  the  last  paragraph  could  be  left 
out,  but  when  the  quotation  has  more  than  one  paragraph, 
these  marks  are  put  before  each  paragraph  to  catch  the  eye 
and  show  that  the  quotation  is  still  going  on. 

To  the  Teacher. — Divided  quotations  and  quotations  extending 
through  several  short  paragraphs  are  very  common  in  books  for  young 
children.  In  order  that  such  stories  may  be  read,  copied,  and  imitated 
intelligently,  it  is  important  that  pupils  should  early  be  taught  all  that 
is  brought  out  above. 

Young  children  can  easily  be  interested  in  learning  about  things 
found  in  interesting  stories. 

.  Let  selections  containing  colloquial  quotations  be  found  in  Readers 
or  other  books  and  put  before  the  pupils. 

After  oral  exercises  have  made  them  familiar  with  all  the  points 
connected  with  quotations,  some  of  the  selections  should  be  dictated 
for  writing,  and  then  compared  with  the  book  for  correction. 


PUTTING  SENTENCES  TOGETHER.  131 

LESSON     LXVI  11. 
Putting   Sentences  Together— Quotations. 

The  Ant  and  the  Grasshopper — Continued. 

SEPARATE    STATEMENTS. 

1.  The  summer  sun  no  longer  shone. 

2.  The  earth  was  cold  and  chill. 

3.  The  grasshopper's  wings  felt  heavy. 

4.  He  did  not  care  to  chirp  any  more. 

What  to  Do, — Dress  up  these  lines  as  you  see  fit,  and 
put  them  into  one  paragraph. 

We  do  not  advise  putting  them  all  into  one  sentence. 

Be  careful  not  to  make  your  sentences  top  long. 

Notice  how  the  other  part  of  the  story  left  off.  Some- 
thing about  Jiow  long  after  might  be  brought  in  with  the 
first  sentence  above. 

Copy  the  following  carefully,  and  notice  the  quotation  marks 
very  particularly : — 

Feeling  cold  and  hungry,  he  said,  ''^  I  will  go  and  ask 
Mother  Ant  to  give  me  something  to  eat  out  of  that  great 
store  of  hersP 

So  he  hopped  away  sadly  to  the  anCs  house,  and 
knocked  at  the  door. 

"  Who  is  there  f  "  cried  the  ant, 

"  Your  friend,  the  grasshopper.^^ 


132  INTRODUCTORY  LANGUAGE   WORK. 

"  What  do  you  want  f  " 

"  I  have  come  to  heg  a  little  food.  I  donH  know  where 
to  get  any,  and  I  am  very  hungry.'''' 

What  to  See. — Notice  that  what  you  have  just  copied 
continues  the  story  from  where  you  left  it  after  joining  the 
sentences  at  the  beginning  of  this  lesson. 

Who  is  quoted  in  the  first  paragraph  copied  ? 

Where  do  you  find  quotation  marks  ? 

Are  there  any  quotations  in  the  next  paragraph  ? 

Notice  that  each  of  the  next  three  lines  makes  a 
paragraph. 

Notice  that  the  first  word  of  each  is  set  in  to  the 
right. 

Find  each  quotation,  and  tell  where  the  quotation  marks 
are  placed. 

LESSON     LX  I  X. 

Finishing  the   Fable. 

What  to  Do, — You  may  finish  the  story  in  your  own 
language.  ♦ 

Arrange  and  connect  your  sentences  as  you  think  best. 

HINTS. 

What  do  you  think  the  ant  said  to  the 
grasshopper  ? 

Do  you  think  she  gave  him  food  ? 

Do  you  think  she  said  anything  about 
his  laughing  at  her  in  the  summer  '\ 


AGREEMENT  OF  CHIEF  PARTS.  ^33 

Do  you  think  she  mentioned  his  being 
lazy,  or  told  him  that  he  might  dance  all 
winter  ? 

Do  lazy  people  deserve  much  help  ? 

What  do  you  think  the  fable  teaches  ? 


LESSON     LXX. 
Agreement  of  Chief  Parts— General   Exercises. 

EXERCISE. 

1.  The  rain  doesn't  stop. 

2.  The  clouds  don't  move. 

3.  The  weather  doesn't  please. 

4.  The  flower  doesn't  open. 

5.  The  grasshopper  doesn't  chirp. 

6.  The  butterfly  doesn't  flit. 

7.  The  bee  doesn't  work. 

8.  The  birds  don't  sing. 

9.  The  farmer  doesn't  plough. 

10.  The  children  don't  shout. 

11.  The  sun  doesn't  shine. 

12.  He  doesn't  care. 

What  to  Do, — Show  that  doesnH  and  donH  are  correctly 
written  and  used  in  these  sentences. 

Read  the  sentences  till  yoti  can  run  over  them  quite 
rapidly  without  feeling  like  putting  don't  or  doesn't  in  the 
wrong  place. 


134  INTRODUCTORY  LANGUAGE  WORK. 

EXERCISE. 

1.  You  were  beaten.    ' 

2.  Were  you  beaten  ? 

3.  Weren't  you  beaten  ? 

4.  You  were  shaken. 

6.  Weren't  you  shaken  ? 

6.  How  you  were  shaken  1 

7.  We  were  beaten. 

8.  Wasn't  he  beaten  ? 

9.  Weren't  they  beaten  ? 

10.  Weren't  you  chosen  ? 

11.  Wasn't  he  chosen  ? 

12.  Weren't  we  chosen  ? 

What  to  Do, — Show  that  each  verb  above  has  its  right 
form. 

Remember  that  the  verb  is  always  used  with  you  as 
if  you  meant  more  than  one, 

Eepeat  these  sentences  quite  rapidly  till  you  feel  no  ten- 
dency to  use  was  for  ivere,  or  wasn't  for  weren't. 

LESSON     LXXI. 
Agreement   of   Chief    Parts— General    Exercises. 

EXERCISE. 

1.  There  go  the  rabbits. 

2.  Here  come  the  dogs. 

3.  After  them  goes  Joe  with  his  gun. 


AGREEMENT  OF  CHIEF  PARTS.  135 

4.  Here  come  Joe  and  his  dogs  on  their  return. 

5.  In  Joe's  bag  are  a  rabbit  and  a  squirrel. 

What  to  See  ami  Do. — We  have  underlined  the  subjects 
in  this  "exercise/^ 

Find  in  each  sentence  the  chief  word  that  tells. 

Notice  that  in  the  third  sentence  ^?*w  belongs  to  a  helping 
phrase,  and  that  in  the  fourth,  dogs  is  one  of  the  chief 
names. 

Show  that  go,  goes,  come,  and  are  are  correctly  used. 

What  does  there  do  in  the  first  sentence  ?  Here  in  the 
second  ?    After  them  in  the  third  ?    In  Joe's  hag  in  the  fifth? 

Read  these  sentences  quite  rapidly  and  see  whether  they 
sound  right. 

EXERCISE. 

1.  The  tongs  are  broken. 

2.  Aren't  the  tongs  broken  ? 

3.  Weren't  the  tongs  broken  ? 

4.  Were  the  scissors  stolen  l 

5.  Aren't  the  shears  broken  ? 

6.  Have  the  ashes  been  shaken  ? 

7.  How  the  ashes  do  fly  ! 

8.  Where  were  the  ashes  thrown  1 

9.  Weren't  the  ashes  shaken  ? 
10.  Don't  the  shears  cut  ? 

What  to  Do, — The  word  tongs  names  one  tool ;  but,  as 
this  tool  has  two  parts,  the  word  is  written  and  used  as  if 
it  meant  more  than  one. 


136  INTBOBUCTORY  LANGUAGE   WORK. 

Find  other  such  words. 

Show  that  the  proper  verb  is  used  in  each  of  these  sen- 
tences. 

Repeat  these  sentences  till  3''ou  think  there  is  no  danger 
of  using  the  wrong  verb. 

To  the  Teacher. — It  is  hardly  probable  that  your  pupils  will  say 
I  he,  they  is,  etc. ;  but  much  drill  will  be  required  to  overcome  the  use 
of  donH  for  doesn't,  was  for  were — especially  with  you, — and  the  use  of 
the  wrong  form  of  the  verb  after  there,  here,  etc.,  and  with  such  words 
as  ashes,  tongs,  etc. 

It  may  be  necessary  to  return  to  these  exercises  quite  frequently. 
They  can  be  varied  in  many  ways. 

Notice  that  we  use  the  forms  beaten,  shaken,  chosen,  broken,  stolen, 
etc.,  for  a  purpose.  It  is  advisable  to  bring  in  such  forms  incidentally 
when  possible. 

Exercises  are  here  suggested  on  the  spelling  and  use  of  the  homo- 
nyms— 

Tiere,        there, 
hear ;      their. 


LESSON     LXXI  I  . 

Agreement   of   Chief    Parts  — General    Exercises. 

To  the  Teacher. — With  the  few  exceptions  noted  in  the  preceding 
lessons,  most  failures  to  make  the  verb  agree  with  its  subject  come 
from  not  being  able  to  detect  these  parts  immediately  and  instinctively 
in  whatever  part  of  the  sentence  they  may  be  found. 

The  advantage  of  the  earliest  possible  training  in  picking  out  the  chief 
parts,  and  reading  them  together  in  their  regular  order,  is  evident. 

In  constructions  like  the  following,  in  which  the  chief  parts  are 


AGREEMENT  OF  CHIEF  PARTS.  137 

transposed,  or  some  word  not  the  subject  comes  immediately  before  the 
verb,  the  untrained  eye  and  ear  are  deceived. 

In  the  following  "exercise"  let  the  pupils  read  the  chief  parts  in 
their  natural  order,  and  let  the  helping  words  be  brought  out.  It  will 
please  the  pupils  to  see  why  so  many  persons  make  mistakes  with  such 
sentences. 

EXERCISE. 

1.  On  what  tree  do  acorns  ffrow  ? 


2.  Here  is  a  pocketful  of  chestnuts. 

3.  One  of  the  boys  is  climbing  the  tree. 

4.  In  his  pocket  are  a  knife  and  a  top. 
6.   Down  come  knife,  top,  and  nuts. 

6.  Every  one  of  the  girls  has  filled  her  basket. 

7.  Neither  of  the  bags  has  been  filled. 

8.  Halloo !  doesn't  that  squirrel  know  how  to  crack 
nuts  ! 

9.  Weren't  you  and  Billy  up  the  tree  ? 

10.  A  whole  barrelful  of  nuts  was  taken  from  here 
yesterday. 

What  to  Sec  and  Do. — We  have  marked  the  chief  parts 
of  each  sentence.  You  may  read  them  together,  putting 
the  subject  before  its  verb. 

In  the  third  sentence  one  means  one  hoy,  and  of  the  boys 
is  only  a  helping  phrase. 

In  the  sixth,  one  means  one  girl. 

In  the  seventh,  neither  means  neither  hag. 

Read  each  sentence  till  you  think  there  is  no  danger  of 
using  the  wrong  verb. 


138 


INTRODUCTORY  LANGUAGE  WORE. 


Dictation. 

To  the  Teacher. — For  another  lesson,  these  sentences  may  be  varied, 
and  dictated  with  the  test  word  omitted,  to  be  filled  in  by  the  pupils 
afterward. 


LESSON     LXXI  I  I. 
Add  resses  —  Dates  —  N  ames  —  Titles. 
Copy  the  following  and  notice  everything : — 


-^,uj^, 


(s>c77^/ny. 


J2//^J2U. 


ADDRESSES— DATES— NAMES— TITLES.  139 


What  to  See, — In  these  addresses  are  found  the  abbre- 
viations of  Connecticut,  Arkansas,  Pennsylvania,  and 
Esquire. 

Tell  how  each  is  made. 

What  do  you  mean  by  a  person^'s  address  ?  (See  Lesson 
XXXIV.) 

Notice  in  the  first  address  that  the  title  is  put  after  the 
name. 

This  title  is  given  to  lawyers,  and  to  other  prominent 
persons. 

How  is  this  abbreviation  separated  from  the  name  ? 

What  do  you  find  after  each  line  of  this  address  ? 

What  two  reasons  can  you  give  for  the  period  after 
Conn.? 

The  name  in  the  second  address  has  one  title  before  and 
another  after  it. 

You  learned  about  Rev.  in  Lesson  XXXIII. 

Colleges  sometimes  give  clergymen  the  title  of  Doctor 
of  Divinity. 

The  abbreviation  for  this  title  is  D.D. 


140  INTRODUCTORY  LANQUAOE   WORK. 

In  speaking  to  this  clergyman,  or  of  him,  you  would 
say  Doctor  Wesley. 

His  name  may  also  be  written — 

Rev.  Dr.  Jonathan  Wesley. 

Doctor  of  Medicine  is  abbreviated  M.D. 
This  is  the  title  of  one  that  practices  medicine  and  heals 
diseases. 

The  third  name  may  also  be  written — 

Dr.  Edwin  F.  Holmes. 

Se  careful  not  to  use  both  Mr.  and  !Esq.  with  the 
same  name  ;  as — 

Mr.  John  Smith,  Esq.     (Very  bad.) 

Do  not  use  either  Mr.  or  Esq.  with  Dr.,  M.D.,  or 
D.D. 

Notice  that  the  first  address  gives  the  name  and  title,  the 
post-office,  the  county,  and  the  state. 

The  third  address  gives  the  name  and  title,  the  number 
of  the  house,  the  street,  the  city,  and  the  state. 

AVhat  two  things  just  named  are  put  together  without  a 
comma  ? 

Tell  what  is  given  in  each  script  line  of  these  addresses. 

Tell  what  each  comma  separates. 

It  may  be  well  for  you  to  see  whether  you  remember 
what  was  leartied  in  Lessons  XXXIV.  and  XXXV. 

Dictation. 
To  the  Teacher. — Let  the  pupils  write  the  addresses  from  dictation. 
Question  them  closely  on  every  part. 


ADDRESSES,  DATES,  ETC.  141 

LESSON     LXXIV, 

Addresses,    Dates,    Etc. 

EXERCISES-ADDRESSES. 

Master  Ralph  S.  Lee  lives  in  the  city  of  San  Francisco, 
which  is  in  California.  The  number  of  his  house  is  777. 
It  is  in  Yan  Kess  Avenue. 

Miss  Agnes  Harrison  is  staying  at  the  Southern  Hotel, 
in  the  city  of  St.  Louis.     This  city  is  in  Missouri. 

Philip  C.  Hayne,  a  lawyer,  lives  in  the  city  of  Charles- 
ton, in  the  state  of  South  Carolina.  His  house  is  num- 
bered 75.     It  is  in  Meeting  Street. 

Robert  O.  Bryant  is  a  Doctor  of  Medicine.  He  lives  at 
Harper's  Ferry,  in  Jefferson  County.  This  county  is  in 
IVest  Virginia. 

Paul  J.  Calvin  is  a  Doctor  of  Divinity,  living  at  Genoa,, 
in  I^ebraska.     Genoa  is  in  Nance  County. 

What  to  Do. — From  the  five  groups  of  statements  above 
write  out  five  addresses  in  the  proper  form. 

You  may  write  the  last  two  titles  in  two  ways. 

In  the  second  address  the  name  of  the  hotel  takes  the 
place  of  the  house  number  and  the  street. 

We  here  give  yon  the  abbreviations  for  the  states  men- 
tioned in  these  addresses  : — 

Cal.,  Mo.,  S.  C,  W,  Va.,  Nebr. 


143  INTRODUCTORY  LANGUAGE  WORK. 

To  the  Teacher. — Attention  may  be  called  to  the  use  of  at  and  in 
and  the  expression  staying  at  the  Southern  Hotel  may  be  noted  as 
preferred  to  stopping,  etc. 

Dictation. 

The  pupils  should  be  able  to  write  these  addresses  from  dictation 
till  they  are  correct  in  every  particular. 

This  dictation,  with  the  exercises  on  dates,  may  require  a  separate 
lesson. 

EXERCISES-DATES. 

The  telegraph  came  into  use  in  the  United  States  on 
the  twenty-seventh  day  of  May,  in  the  year  eighteen 
hundred  and  forty-four. 

The  Pilgrims  landed  on  the  twenty-iirst  day  of  De- 
cember, in  the  year  sixteen  hundred  and  twenty. 

"Washington  became  our  first  president  on  the  thirtieth 
day  of  April,  in  the  year  seventeen  hundred  and  eighty- 
nine. 

What  to  J)o.— Write  out  the  dates  mentioned  above  in 
the  short  form  given  in  Lesson  XXXVIII. 

After  writing  these  dates,  read  them  as  directed  in  Les- 
son XXXVIII. 


LESSON     LXXV. 

A    Letter. 

Copy  the  following  letter  very  carefully,  and  notice  every- 
thing : — 


//P^/  &?^a/j2U^, 


z^^u^ 


.^^u^z^Jy. 


oQ 


'^.J^at^€4ay. 


144 


INTRODUCTORY  LANGUAGE   WORK. 


3TAnp 


'U^. 


AN  ORIGINAL  LETTER.  145 

JVhat  to  See  and  Do, — The  comma  between  me  imd 
and,  in  the  second  paragraph  of  the  letter,  separates  two 
sentences  that  have  been  joined  by  and. 

The  comma  between  hooks  and  with,  in  the  third  para- 
graph, separates  two  sentences  that  have  been  joined  by 
which. 

For  a  review  you  may  tell  what  all  the  other  commas 
do. 

Tell  about  the  abbreviations  and  the  periods. 

lia.  stands  for  Louisiana,  and  Wis.  for  Wisconsin. 

Find  three  particular  names  inclosed  by  quotation  marks. 

These  are  names,  or  titles,  of  books. 

Without  these  marks  you  might  take  Little  Lord 
Fauntleroy  as  the  name  of  a  real  person,  instead  of  a 
title  quoted  from  Mrs.  Burnett^s  book. 

Pick  out  all  the  particular  names. 

Draw  the  outline  of  an  envelope  and  write  the  address  in 
proper  form. 

LESSON     LXXVI. 

An   Original    Letter. 

What  to  Do, — Write  to  some  friend  and  tell  about  your 
last  birthday. 

If  you  can  remember  nothing  of  importance  that  hap- 
pened, tell  what  you  expect  to  do,  or  would  like  to  do,  on 
your  next  birthday. 

Put  all  parts  of  your  letter  in  the  proper  form. 

Group  your  sentences  into  paragraphs. 
10 


146 


INTRODUCTORY  LANGUAGE  WORK. 


LESSO  N     LXXVI  I 

Copy  the  folloiving  very  carefully : — 


/^  /m- 


4^?na^7n9n€?/. 


/ 


A  LETTEB. 


\4n 


P 


',^^^^^^^Q^^^(S^^^|^^-^^ 


'..yU'^^y 


148 


INTRODUCTORY  LANGUAGE   WOllK. 


(^^^^.^^^^^^^^ 


^^ 


5TAMP 

■  c£^.0^A^(2(M^, 

4^f  (Md^^^^jz^., 

(D^^u^ioi^Gi^. 

To  the  Teacher. — Pupils  should  be  able  to  write  this  letter  from 
dictation.  They  may  correct  their  own  or  each  other's  work  by  com- 
parison with  the  book. 


GENERAL  EXERCISES.  149 

LESSON     LXXVIII. 
General   Exercises. 

What  to  See, — What  are  separated  by  the  commas 
found  in  the  lines  before  and  after  the  body  of  the  letter  in 
Lesson  LXX VII.? 

Explain  the  use  of  the  capitals  and  the  periods  in  this 
letter. 

The  first  /is  a  capital  for  what  two  reasons  ?  (See  Les- 
son XXXIX.) 

Find  the  names  of  two  seasons. 

Do  they  begin  with  capitals  ? 

Explain  the  exclamation  marks. 

Where  are  commas  used  with  the  name  of  the  one 
addressed  ? 

AVhat  quotations  do  you  find  in  this  letter  ? 

Is  either  of  these  divided  into  parts  by  some  of  the 
writer^s  own  words  ? 

Tell  how  these  quotations  are  marked. 

What  words  in  this  letter  show  possession  ? 

Explain  their  forms. 

How  many  paragraphs  in  the  body  of  this  letter  ? 

How  are  paragraphs  made  ? 

To  the  Teacher. — Call  attention  to  the  order  of  the  words  Alice  and 
me,  and  to  the  form  of  me.  Exercises  are  here  suggested  showing  that 
such  terms  as  ^' Alice  and  J"  are  used  as  subjects,  and  that  such  as 
*' Alice  and  me"  are  used  after  the  verb  to  tell  whom. 


150  INTRODUCTORY  LANGUAGE  WORK. 

LESSON     LXXIX. 

An  Original   Letter. 

What  to  Do, — You  may  write  another  letter  for  Bessie, 
and  tell  the  rest  of  her  story.     (See  Lesson  LXXVII.) 

Perhaps  you  prefer  to  tell  about  another  walk  this  little 
party  took  along  a  pleasant  stream.  If  you  wish,  you  may 
use  these — 

HINTS. 

Ripple  over  pebbles  —  leap  over 
rocks — a  sound  like  laughter — dance 
and  whirl  on — deep  clear  pool — alders 
and  willow  bend  over — catkins,  pussy 
willows  —  trout  leap  —  green  sloping 
banks — white  and  blue  violets — What 
other  wild  flowers  ?  —  Took  home 
what? 

LESSON     LXXX. 

An   Original    Letter. 

HINTS. 

Frank  Harper  visits  his  grandfather  at  Hanover, 
Grafton  Co.,  N.  H.  (New  Hampshire). 

He  is  interested  in  the  pigs,  the  calves,  the  cows,  and 
the  pony.  He  watches  the  man  plowing,  and  notices 
the  birds  following  the  plow  to  pick  up  insects.  He 
finds  a  bird's  nest. 


A   GATHERING   UP.  151 


Frank  writes  to  his  brother  Albert,  who  is  staying  at 
the  Palmer  House,  Chicago,  and  tells  him  what  he  has 
seen  and  done. 

What  to  Do, — You  may  write  Frank's  letter. 


A    GATHERING    UP. 

To  the  Teacher. — See  "To  the  Teacher,"  p.  36. 

Names  are  made  to  mean  more  than  one  by  adding 
8  or  es. 

Some  names  ending  with  y  change  the  y  to  ie  when  s 
is  added. 

If  a,  e,  or  o  is  before  the  y,  s  is  added  without  chang- 
ing the  y. 

When  a  name  has  added  s  or  es  to  denote  more  than 
one,  the  apostrophe  alone  is  joined  to  show  possession. 

To  all  other  names  the  apostrophe  and  s  are  joined 
to  show  possession. 

Words  that  stand  for  names  do  not  use  the  apostrophe  to 
show  possession  ;  as,  his,  hers,  its,  ours,  yours,  theirs. 

Contractions. 

I'llf         can^t,     fna'am,     I'm, 
we're,     I've,       'tisn't,        there's, 

His'rif  your'n,  their' n,  etc.,  are  incorrect. 


153 


INTRODUCTORY  LANGUAGE  WORK. 


When  a  writer  uses  the  exact  words  of  another 
person^  he  should  inclose  them  within  Quotation 
Marks. 

When  a  writer  divides  a  quotation  bj  putting  in  words 
of  his  own,  each  part  of  the  quotation  should  be  inclosed. 

When  a  quotation  makes  complete  sense,  it  begins 
with  a  Capital,  an€l  is  generally  separated  from  the 
other  words  hy  a  Comma  or  by  two  commas. 


To  the  Teacher. — See  "To  the  Teacher,"  p.  127. 


Abbreviations. 


Esq,,  Esquire. 

D,D,,  Doctor  of  Divinity. 

M.D,f  Doctor  of  Medicine. 

Ark.f  Arkansas. 

Cal.,  California. 

S,  C,f  South  Carolina. 

Nebr,f  Nebraska. 

Wis,f  Wisconsin. 


N,  H,,  New  Hampshire. 

Conn.f  Connecticut. 

_Pa.,  Pennsylvania. 

Mo,f  Missouri. 

W.  Va.f  W^est  Virginia. 

La.f  Louisiana. 

Vt,f  Vermont. 


Be  careful  not  to  use  both  Mr.  and  Esq.  with  the 
same  name. 

Do  not  use  either  Mr.  or  Esq.  with  Dr.,  M.D.,  or 
D.D. 


PART    SECOND. 


To  the  Teacher. — Between  the  lessons  on  the  verb  the  teacher 
may,  if  variety  is  needed,  introduce  lessons  in  composition  and  letter- 
writing  selected  from  the  pages  farther  on. 

Lessons  in  letter-writing  should  be  given  at  frequent  intervals. 

The  teacher  will  find  opportunity  for  continuing  the  incidental  ex- 
ercises on  homonyms.  For  example— page  154,  see  and  sea;  page  160, 
bleio  and  blue,  know  and  no,  knew  and  new ;  page  161,  teat  and  heet, 
break  and  brake,  write  and  right,  wrote  and  rote;  page  164,  rode  and 
rowed  ;  page  165,  steal  and  steel,  etc. 


LESSON     LXXXI. 

Using  the   Verb    Right. 

Do,  ilidf  done, 

EXERCISE. 

1.  "We  do  the  work  to-day. 

2.  We  did  the  work  yesterday. 

3.  We  have  done  the  work  to-day. 

To  use  done  for  did  in  the  second  sentence  above  would 
be  very  bad. 

Done  must  never  he  used  hy  itself  as  the  chief  part 
that  tells. 


154  INTRODUCTORY  LANGUAGE   WORK. 

EXERCISE. 

1.  Who  did  the  mischief  ? 

2.  The  wind  did  it. 

3.  The  frost  did  it. 

4.  The  cat  did  it. 

5.  Who  did  wrong  I 

6.  I  did  wrong. 

7.  Tom  did  right. 

8.  I  ^/6^  it  carelessly. 

9.  Tom  did  his  best. 

10.  Who  did  up  the  package  ? 

11.  John  did  up  the  package. 

12.  Mary  did  her  work  very  neatly. 

What  to  Do. — Read  these  sentences  till  you  think  that 
there  is  no  danger  of  your  using  done  for  did. 

Make  five  sentences,  using  did  as  a  complete  verb. 

See,  saw,  seen, 

EXERCISE. 

1.  We  see  it  now. 

2.  We  saw  it  yesterday. 

3.  We  have  seen  it. 

To  use  seen  for  saw  in  the  second  sentence  would  be  very 
bad. 

Seen  must  never  he  used  by  itself  as  the  chief  part 
that  tells. 


USING    THE  RIGHT   VERB— LIE  AND  LAY.  155 

EXERCISE. 

1.  I  saw  him  this  morning. 

2.  I  saw  him  when  he  did  it. 

3.  Jack  saw  him,  and  did  his  best  to  catch  him. 

4.  The  boys  saw  the  storm  coming. 

0.  The  crow  saw  me  before  I  saw  him. 

What  to  Do, — Read  these  sentences  till  the  verbs  sound 
natural,  and  there  is  no  danger  of  using  seen  for  saiv. 
Make  five  sentences  using  saw  correctly. 

To  the  Teacher. — That  the  pupil's  eye,  ear,  and  tongue  may  be 
trained  together,  it  is  better,  in  all  these  sentences  for  repetition,  to 
have  the  full  form  in  the  text-book.  For  further  drill  the  teacher  may 
put  these  or  similar  sentences  on  the  board,  leaving  blanks  to  be  filled. 

LESSON     LXXXII. 
Using  the   Right  Verb  — l>ie  and   Lay, 

EXERCISE. 

1.  The  dolls  lie  on  the  floor. 

2.  They  lay  there  yesterday. 

3.  They  have  lain  there  all  day. 

What  to  See, — In  the  first  sentence  lie  tells  what  the 
dolls  do  now,  or  at  the  present. 

In  the  second,  lay  tells  what  the  dolls  did  in  the  past — 
yesterday. 

In  the  third,  notice  that  lain  follows  have.  It  can  not  be 
used  alone  as  a  chief  part. 

Lie,  lay,  and  lain  are  three  forms  of  the  same  verb. 


156  INTRODUGTOJiT  LANGUAGE   WORK. 

We  may  call  lie  the  present  form,  lay  the  past  form,  and 
lain  the  form  used  with  have,  had,  etc. 

EXERCISE. 

1.  We  lay  our  books  on  the  table  now. 

2.  We  laid  them  on  the  shelf  yesterday. 

3.  We  have  laid  them  away  carefully. 

Wliat  to  See, — In  the  first  sentence  lay  tells  what  we  do 
now,  or  at  the  present. 

In  the  second,  laid  tells  what  we  did  in  the  past — yester- 
day. 

In  the  third,  laid  is  used  with  have. 

Lay  and  laid  are  forms  of  the  same  verb. 

Lay  is  the  present,  and  laid  is  the  past.  Laid  is  also 
used  after  have,  had,  etc. 


HOW   Lie 

AND 

Lay    DIFFER 

IN 

MEANING. 

Present. 

Past. 

Used  with  have, 

ETC. 

Lie, 

lay, 

lain. 

Lay, 

laid, 

laid. 

Lie  means  to  rest  or  recline. 

Lay  means  to  put  ov  place. 

Do  not  use  lay  for  lie,  nor  laid  for  lay  and  lain. 

What  to  Do, — Put  rest  or  rested  in  place  of  lie,  lay,  and 
lain  in  the  sentences  of  the  first  "  exercise.^' 

Use  recline  or  reclined  in  the  same  sentences. 

V&Q  put  in  place  of  lay  and  laid  in  the  sentences  of  the 
second  *^exercisei" 

Now  use  place  or  placed  in  the  same  sentences. 


USING    THE  RIGHT   VERB—STT  AND  SET.  157 

Write  the  first  sentence  of  each  ^'exercise"  and  use  for 
the  subject  a  name  that  means  but  one. 

Eead  the  sentences  of  both  '^  exercises "  till  the  verbs 
sound  familiar. 

Make  sentences  using  lie,  lay,  and  lain. 

Make  sentences  using  lay  (to  place)  and  laid. 

LESSON     LXXXIII. 

Using  the   Right  Verb  — 5i«  and   Set, 

EXERCISE. 

1.  The  dolls  sit  in  their  chairs. 

2.  They  sat  there  yesterday. 

3.  They  have  sat  there  all  day. 

What  to  See, — In  the  first  sentence  sit  tells  what  the 
dolls  do  now,  or  at  the  present. 

In  the  second,  sat  tells  what  the  dolls  did  in  the  past — 
yesterday. 

In  the  third,  sat  is  used  with  have. 

Sit  and  sat  are  forms  of  the  same  verb. 

Sit  is  the  present,  and  sat  is  the  j)ast.  Sat  is  also  used 
after  have,  etc. 

EXERCISE. 

1.  We  now  set  the  dolls'  chairs  by  the  table. 

2.  We  set  them  there  last  week. 

3.  We  had  set  them  there  before. 

What  to  See, — In  the  first  sentence  set  tells  what  we  do 
now,  or  at  the  present. 


158  INTRODUCTORY  LANOUAOE  WORK. 

In  the  second,  set  tells  what  we  did  in  the  past — last 
week. 

In  the  third,  set  is  used  after  had. 

The  same  word  set  is  us^d  for  the  present ,  the  pasty  and 
with  have,  had,  etc. 

HOW    Sit    AND     Set    DIFFER     IN     MEANING. 

Present.  Past.  Used  with  have,  etc. 

Sit,  sat,  sat. 

Set,  set,  set. 

Sit  means  to  rest. 

Set  means  to  put  or  plaee. 

Do  not  use  set  for  sit  and  sat. 

What  to  Do, — Put  rest  or  rested  in  place  of  sit  and  sat 

in  the  sentences  of  the  first  *'^  exercise.  ^^ 

JJse  put  in  place  of  set  in  the  sentences  of  the  second 
"  exercise.^' 

Use  place  or  placed  in  the  same  sentences. 

Write  the  first  sentence  of  each  ^'  exercise  "  and  use  for 
the  subject  ^  name  that  means  but  one. 

LESSON     LXXXIV. 
General   Exercises  — Xie  and   Lay,  Sit  and   Set, 

EXERCISE. 

1.  Lie  down,  Carlo. 

2.  You  have  lain  long  enough. 

3.  How  quietly  you  have  lain  I 


GENERAL  EXERCISES-LIE  AND  LAY,  SIT  AND  SET.      I59 

4.  Now  sit  up. 

5.  Lay  your  right  paw  in  my  hand. 

6.  You  have  laid  down  the  left. 

7.  Now  lie  down  where  you  lay  before. 

8.  Are  you  tired  of  lying  there  I 

9.  Now  sit  for  your  picture. 

10.  You  have  sat  lon^:  enouo^h. 

11.  How  patiently  you  have  sat ! 

12.  Bring  that  stick  and  lay  it  down  here. 

13.  Let  it  lie. 

14.  Now  lay  it  where  it  lay  before. 

15.  Take  this  basket  and  set  it  on  the  stool. 

16.  Let  it  sit  there. 

17.  Now  set  it  where  it  sat  before. 

18.  You  may  lie  on  the  rug. 

19.  Have  3^ou  lain  long  enough  ? 

20.  Carlo  lies  down  or  sits  up,  as  I  tell  him. 

21.  I  told  Eover  to  lie  down,  and  he  sat  up. 

22.  I  told  him  to  sit  up,  and  he  lay  down. 

What  to  Do, — Repeat  these  sentences  till  there  is  no 
danger  of  using  the  wrong  verb. 

To  the  Teacher. — No  instruction  in  technical  grammar  is  needed 
here. 

The  pupils  may  be  allowed  to  test  the  italicized  words  above  by 
putting  in  their  stead  rest  or  rested,  place  or  placed. 

It  may  help  in  these  tests  to  explain  that  when  one  is  standing,  we 
say,  ^t  down  =  East  with  the  body  partly  down  ;  and  when  one  is  lying, 


160 


INTRODUCTORY  LANGUAGE   WORK. 


we  say,  Sit  up  =  Rest  with  the  body  partly  up.     Lie  down  =  Rest  with 
the  body  down. 

Dictation. 

These  sentences  may  be  dictated  with  the  test  words  omitted. 
Sentences  written  by  the  pupils  should  be  mainly  those  using  lie, 
lay,  and  lain. 

Several  recitations  can  profitably  be  spent  here. 


LESSON     LXXXV 

Using  the  Verb   Right. 


Present. 

Past. 

Used 

'  WITH  have,  etc. 

Blow, 

blew, 

blown. 

Draw, 

drew. 

drawn. 

Grow, 

grew, 

grown. 

Know, 

knew, 

known. 

Throw, 


threw, 


thrown. 


Mememher  that  blew,  blow^n  ;  drew,  drawn  ;  grew, 
grown ;  knew,  known ;  threw,  thrown,  are  correct 
forms,  and  that  Mowed,  drawed,  growed,  hnowed,  throwed 
are  incorrect  forms, 

EXERCISE. 

1.  The  wind  Uew  hard  in  the  night. 

2.  Large  oaks  were  blown  down. 

3.  The  snail  drew  back  his  feelers. 

4.  He  has  drawn  his  slimy  body  across  the  walk. 
6.  This  flower  grew  by  the  roadside. 

6.  The  vine  has  grown  over  the  trellis. 


TTSINO   THE    VERB  RIGHT.  161 


7.  He  knew  every  wild  flower  by  name. 

8.  I  have  known  him  for  years. 

9.  Tall  trees  threw  their  shadows  across  the  field. 
10.  The  ant-hill  was  suddenly  thrown  into  confusion. 

What  to  Do, — Kead  the  verb  in  each  sentence,  and  tell 
which  form  is  used. 

Read  the  sentences  till  the  verbs  sound  familiar. 

Write  ten  sentences,  using  the  words  in  the  second  and 
third  columns. 

ORAL   EXERCISE. 

Has  blown,  have  been  blown,  was  blown,  have  blown,  were 
blown. 

What  to  Do. — Read  these  verbs,  and  put  a  proper  sub- 
ject before  each. 

Repeat  this  exercise,  using  drawn,  grown,  known,  thrown 
in  place  of  blown. 

Put  three  subjects  before  each  verb  in  the  second  column 
at  the  beginning  of  the  lesson. 

LESSON     LXXXVI. 

Using  the   Verb    Right. 


Present. 

Past. 

Used 

WITH  have,  etc. 

Beat, 

beat. 

beaten. 

Break, 

broke, 

broken. 

Fall, 

fell, 

fallen. 

Freeze, 

froze, 

frozen. 

Write, 

wrote. 

written. 

163  INTRODUCTORY  LANGUAGE  WORK. 

Do  not  use  beat  for  beaten,  broke  for  broken^  fell 
for  fallen^  froze  for  frozen,  wrote  for  written. 

EXERCISE. 

1.  You  haA)e  heaien  me  fairly. 

2.  This  writing  can  not  easily  he  beaten. 

3.  The  wind  has  broken  the  branches. 

4.  Many  of  the  willows  were  broken. 

5.  The  balloon  has  fallen  into  the  lake. 

6.  All  the  tender  buds  have  been  frozen. 

7.  He  has  always  written  promptly. 

8.  IN'o  letter  could  be  more  carefully  written. 

What  to  Do, — Read  the  verb  iu  each  sentence  and  tell 
which  form  is  used. 

Tell  what  the  helping  words  that  come  between  the  parts 
of  the  verb  do. 

Read  the  sentences  till  the  verbs  sound  natural. 

Write  ten'  sentences,  using  each  of  the  words  in  the  sec- 
ond and  third  columns. 

ORAL     EXERCISE. 

Has  beaten,  had  beaten,  have  beaten,  is  beaten,  are  beaten, 
was  beaten,  were  beaten,  will  be  beaten,  may  be  beaten,  might 
be  beaten,  cannot  be  beaten,  could  be  beaten. 

What  to  Do, — Read  these  verbs  with  a  proper  subject 
before  each. 

Repeat  these  exercises,  using  instead  of  beaten  the  words 
broken^  fallen,  frozen,  and  written. 


VSING  THE  VERB  RIOET.  IQ^ 

LESSON     LXXXVIl. 

Using  the  Verb   Right. 


Present. 

Past. 

Usee 

•  WITH  have,  etc. 

Choose, 

chose, 

chosen. 

Drive, 

drove. 

driven. 

Fly, 

flew, 

flown. 

Give, 

gave, 

given. 

Go, 

went. 

gone. 

Do  not  use  chose  for  chosen,  drove  for  driven,  flew 
for  flown,  gave  for  ^ven,  w^ent  for  gone. 

What  to  Do. — Make  fivo  oral  sentences,  using  each  of 
the  words  in  the  second  column  to  tell  what  is  past. 

Write  ten  sentences,  using  one  of  the  following  verbs  in 
each  :  has  chosen,  was  chosen,  have  driven,  were  driven, 
have  flown,  had  flown,  has  given,  was  given,  have  gone,  had 
gone. 

Make  oral  sentences,  using  is,  are,  has  heen,  have  heen, 
will  he,  may  be,  and  should  he,  before  chosen,  driven,  and 
given. 

Make  oral  sentences,  using  has,  may  have,  must  have^ 
might  have,  and  could  have,  heiore  flown  and  gone. 

Use  some  form  of  lie  or  lay  in  place  of  each  of  the  fol- 
lowing words  in  italics  :  '^  The  snow  remains  on  the  moun- 
tain.^' "li  remained  there  all  summer. ■*'  '^'^The  wings 
rest  over  the  back.^'     ''The  wings  q,vq put  over  the  back." 


164 


INTRODUCTORY  LANGUAGE  WORK. 


LESSON     LXXXVl  II 


Using  the  Verb   Right. 


Present. 

Past. 

Usee 

>  WITH  hcUVe,  ET<5. 

Ride, 

rode. 

ridden. 

Shake, 

shook. 

shaken. 

Speak, 

spoke, 

spoken. 

Forsake, 

forsook. 

forsaken. 

Rise, 

rose, 

risen. 

Do  not  use  rode  for  ridden,  shook  for  shaken,  spoke 
for  spoken,  forsook  for  forsaken,  rose  for  risen. 

What  to  Do, — Make  five  oral  sentences,  using  eacli  of 
the  words  in  the  second  column  to  tell  what  is  past. 

Write  ten  sentences,  using  one  of  the  following  verbs  in 
each  :  have  ridden,  could  he  ridden,  were  shaken,  should  be 
shaken,  has  spoken,  had  spoken,  was  forsaken,  have  for- 
saken, has  risen,  had  risen. 

Make  oral  sentences,  using  has  been,  have  been,  must  be, 
may  have  been,  before  ridden,  shaken,  spoken,  and  forsaken. 

Make  oral  sentences,  using  have,  must  have,  and  should 
have,  before  risen. 

Raise  or  raised  is  sometimes  used  by  mistake  for  the 
forms  of  rise  or  arise. 

Do  not  say,  '^He  raised  up  -,"  but  say,  '^  He  arose,"  or 
**He  raised  himself  up.^' 

Do  not  say,  '^  The  fog  raised ;  "  but,  '^  The  fog  rose." 


USING   THE  VERB  RIGHT. 


165 


LESSON     LXXXIX. 

Using  the   Verb   Right. 


Present. 

Past. 

Used 

WITH  have,  etc. 

Steal, 

stole. 

stolen. 

Take, 

took. 

taken. 

Tear, 

tore, 

torn. 

Wear, 

wore, 

worn. 

Do  not  use  stole  for  stolen,  took  for  taken,  tore  for 
torn,  wore  for  w^orn. 

What  to  Do, — Write  ten  sentences,  using  the  words  in 
the  second  and  third  columns  correctly. 

Make  ten  oral  sentences,  using  the  words  in  the  third 
column  correctly. 


Present. 

Past. 

Used  with  have,  etc. 

Come, 

came, 

come. 

Drown, 

drowned, 

drowned. 

Attack, 

attacked. 

attacked. 

What  to  Do, — Make  oral  sentences,  using  come  and  came. 

Be  sure  to  use  came,  not  come,  to  tell  what  is  past. 

Make  oral  sentences,  using  droivned  and  attached. 

Be  sure  to  pronounce  drowned  in  one  syllable,  and  at- 
tached in  two  syllables,  not  three.  Pronounce  ed  in  attached 
like  t. 


16C  INTRODUCTORY  LANGUAGE   WORK. 

LESSON     XC. 

Helping  Words  Joined  to  Names. 

Hints  for  Word  Pictures. 

Copy  the  following  sentences : — 

1.  Large,  feathery  snowflakes  are  floating  through  the 
air. 

2.  Bright,  cheerful  fires  are  crackUng  on  the  hearth. 

3.  Five  Uvely  little  chickadees  have  come  for  their 
supper. 

4.  A  beautiful  white  blanket  is  spread  over  the  field. 

5.  The  bare,  brown  branches  of  the  trees  are  ridged 
with  pearl. 

6.  Each  tall,  tapering  pine  is  wrapped  in  a  pure,  white 
cloak. 

7.  The  Avorld  is  changed  into  a  new,  strange,  white 
world. 

What  to  See, — In  each  of  th©  sentences  above  the  verb 
is  made  up  of  two  words.     Find  each  verb. 

Put  what  before  each  verb  and  find  the  chief  name. 

The  name  snowflakes  brings  up  a  picture  in  your  mind, 
but  notice  how  much  clearer  this  picture  is  made  by  the 
helping  words  large  and  feathery. 

What  helping  words  are  joined  to  fires  f 

Do  they  make  the  picture  more  distinct  ? 

What  helping  words  are  joined  to  chickadees? 


HELPING    WORDS  JOINED   TO  NAMES.  157 

Tell  what  helping  words  are  joined  to  the  chief  name  in 
each  of  the  other  sentences. 

Ay  in  the  fourth  sentence,  means  about  the  same  as  one. 

The,  in  the  fifth,  points  out,  somewhat  as  you  would 
point  out  the  branches  with  your  finger  if  they  were  really 
before  you. 

Other  names  besides  the  chief  names  have  helping  words. 

In  the  last  sentence,  find  a  name  in  the  helping  phrase 
joined  to  is  changed. 

What  four  helping  words  are  joined  to  this  name  ? 

Notice  that  some  of  the  helping  words  in  these  sentences 
are  separated  by  the  comma,  and  some  are  not. 

Notice  that  when  the  comma  is  used,  a  short  pause  is 
naturally  made,  and  that  when  no  comma  is  used,  the  help- 
ing words  read  together  closely. 

See  whether  the  comma  takes  the  place  of  and. 

LESSON     XCI. 

Helping  Words  Joined  to   Names^ 

Hints  for   Word  Pictures. 
EXERCISE. 

1.  A  bright,  sunny  landscape. 

2.  Gay,  sparkling  frostwork. 

3.  Queer  little  tracks  in  the  snow. 

4.  The  merry  tinkling  sleigh  bells. 

5.  Laughing,  shouting  voices. 

6.  Delightful  long  winter  evenings. 


168  INTRODUCTORY  LANGUAGE   WORK. 

7.  Poor  little  boys  and  girls. 

8.  ]S"o  thick,  warm  clothes. 

9.  No  happy,  cheerful  home. 

What  to  See. — Are  these  word  pictures  sentences  ? 
Why? 

Which  is  the  name,  and  which  are  the  helping  words  in 
each  ? 

Show  by  your  reading  of  each  where  the  comma  should 
be  used. 

Between  which  helping  words  could  and  be  put  ? 

Which  helping  words  are  put  together  without  a  comma  ? 

What  do  you  here  learn  about  the  comma  ? 

A  Winter  Day. 

What  to  Do. — Make  a  connected  story  of  two  or  more 
paragraphs,  telling  about  some  winter  day.  Use  as  many 
words  or  sentences  from  the  two  preceding  '^  exercises  "  as 
you  wish. 

Be  sure  that  every  ''^helping'*  word  does  really  help. 

LESSON     XC  11. 

Helping  Words  Joined  to  Names — Composition, 

The  Old  Log  Water-trough. 

Pleasant  road  through  an  old  forest.  Sit  under  sway- 
ing  boughs.  Listen  to  a  scolding  squirrel  among  the 
sunny  leaves.  Music  of  a  tiny  crystal  stream.  Shoots 
along  a  mossy  groove.    Drops  with  a  rippling^  laughing 


HELPING    WORDS  JOINED   TO  NAMES.  169 

sound  into  the  old  log  water-trough.  Velvet  clumps  of 
deep-green  moss.  Trailing  vines  and  delicate  sprays. 
Flickering  shadows  of  the  overhanging  beech.  Weary, 
dusty  traveler.     Ilot^  dry  lips.     Cool,  delicious  draught. 

What  to  Do, — Tell  what  each  of  these  italicized  words 
helps  to  picture. 

Imagine  yourself  sitting  by  this  old  forest  road,  with  the 
water-trough  before  you,  and  then  tell  what  you  see  and 
hear.  You  need  not  confine  yourself  to  these  hints. 
Make  such  clianges  and  additions  as  you  choose. 

Put  your  thoughts  into  a  smooth,  connected  story. 

Do  not  use  any  word  that  does  not  really  help. 


LESSON     XCI  II. 

Helping  Words  Joined  to   Names. 

EXERCISE. 

An  aged  man  ;  an  east  wind ;  an  idle 
boy  ;  an  old  forest ;  an  unkind  remark  ;  an 
apple  ;  a?i  egg ;  an  insect ;  an  orange  ;  an 
uncle  ;  a7i  hour  ;  an  honest  man  ;  a  unit ; 
a  useful  tool. 

What  to  See  and  Do. — An  and  aged  are  both  joined  to 
man  ;  but  if  we  take  away  aged,  an  drops  its  n,  for  an  man 
would  not  sound  right. 

Read  each  of  the  first  five  groups  of  words,  and  tell  what 
sound  comes  immediately  after  an. 


170  INTRODUCTORY  LANGUAGE   WORK. 

Kead  each  of  these  groups,  and  omit  the  second  helping 
word. 

Read  each  of  the  other  groups^,  and  tell  what  sound  comes 
immediately  after  an  or  a. 

Notice  that  ^  in  Aowrand  honest  is  not  sounded,  and  that 
unit  and  useful  begin  with  the  sound  of  y. 

An  is  used  before  the  sounds  of  a,  e,  i,  o,  u;  and  a,  before 
other  sounds. 

EXERCISE. 

That  sort  of  people  ;  this  soi't  of  people  ; 
thxit  hind  of  books  ;  tJiis  kind  of  books. 

Those  ashes  j  these  ashes  y  those  scissors  y 
these  scissors  /  those  tongs  /  these  tongs. 

"We  walked  four  miles  an  hour.  The 
wall  was  two  feet  thick.  The  farmer  sold 
two  hushels  of  apples,  three  harrels  of  pota- 
toes, Silid  Jive  pounds  of  maple  sugar. 

What  to  See  and  Do. — Notice  the  helping  words  and 
the  names  in  italics. 

Which  helping  words  belong  to  names  that  mean  one  ? 

Which  belong  to  names  that  mean  more  than  one  ? 

Read  these  expressions  till  all  the  helping  words  sound 
familiar. 

Explain  the  use  of  the  commas  in  the  last  sentence  of 
the  '^exercise.''' 

This  and  that  are  used  with  names  that  denote  one; 
and  these,  those,  two,  three,  etc,,  with  names  that  de- 
note inore  than  one. 


HELPING  ^  WORDS  JOINED   TO    VERBS.  17I 

EXERCISE. 

Those  crows  are  pulling  up  the  corn. 
Those  grapes  are  sour.  Please  pass  those 
oranges.     Set  those  idle  fellows  at  work. 

What  to  See  and  Do. — With  what  kind  of  names  is  those 
used  ? 

Would  them  sound  right  in  place  of  those  f 

Read  these  sentences  and  see  whether  they  sound  right. 

Do  not  use  them  for  those. 

To  the  Teacher. — Confine  the  drill  to  those  forms  that  are  liable  to 
misuse. 

Time  is  often  wasted  in  exercises  on  forms  that  pupils  never  use 
incorrectly. 

If  a  thorough  test  shows  that  no  pupils  are  in  the  habit  of  saying 
a  apple,  a  orange,,  etc.,  the  first  "  exercise"  should  be  briefly  treated. 
Certainly  there  is  no  danger  of  using  an  man,  an  hoy,  etc. 

The  misuse  of  these  and  those  is  confined  chiefly  to  the  nouns  sort 
and  kind.  Pupils  will  not  say  these  hoy,  these  man  ;  nor  this  sorts,  that 
kinds. 

Where  the  pupils  are  found  deficient,  the  exercises  should  be  dic- 
tated with  blanks,  then  extended,  and  frequently  reviewed. 

LESSON     XCIV. 

Helping  Words  Joined   to   Verbs. 

Hints  for  Word    Pictures. 
EXERCISE. 

1.  The  snow  is  now  fallingy^^^. 

2.  The  wind  drives  it  here. 


172  INTRODUCTORY  LANGUAGE   WORK. 

8.  The  wind  drives  it  there. 

4.  The  wind  drives  it  up. 

5.  The  wind  drives  it  down. 

6.  The  wind  drives  it  round. 

7.  The  snow  and  wind  frolic  merrily. 

What  to  See. — We  have  italicized  the  words  that  help  by 
telling  how,  when,  and  where. 

What  word  helps  is  falling  by  telling  when  9 
.  What  word  helps  is  falling  by  telling  how  ? 

Find  five  words,  each  of  which  helps  its  verb  by  telling 
where. 

What  does  merrily  tell  ? 

JOINING     SENTENCES. 

Copy  the  following : — 

JVow  the  snow  is  falling  fast;  and,  as  it 
falls,  the  wind  drives  it  here  and  there,  up 
and  down,  round  and  round,  in  wild  dances. 
The  snow  and  wind  frolic  together  merrily. 

What  to  See. — Notice  that  from  the  third,  fourth,  fifth, 
and  sixth  sentences  we  have  taken  only  the  words  there,  up, 
down,  and  round. 

Why  can  the  other  words  be  omitted  without  losing  the 
meaning  ? 

What  other  changes  do  you  find  ? 

Notice  that  some  of  the  helping  words  are  here  put  in 
pairs. 

How  are  the  pairs  separated  ? 


HELPING    WOEDS  JOINED   TO    VERBS.  173 


EXERCISE. 

1.  Here  comes  a  party  of  boys  and  girls. 

2.  The  wind  hlow^  fiercely. 

3.  They  are  snugly  tucked  under  warm  robes. 

4.  The  bells  jingle  merrily. 

5.  The  horses  toss  their  heads  impatiently. 

6.  Away  they  dash. 

7.  Soon  they  plunge  into  a  snowbank. 

8.  Over  goes  the  sleigh. 

What  to  See. — We  have  italicized  the  words  that  help 
by  telling  how,  when,  and  where. 

Find  four  words  that  tell  how  the  action  was  done. 

Find  one  word  that  helps  by  telling  when. 

Find  three  italicized  words  that  help  by  telling  where. 

Which  of  these  helping  words  are  placed  at  the  beginning 
of  the  sentence  ? 

Can  you  find  other  places  for  these  words  ? 

Which  arrangement  do  you  prefer  ? 

To  the  Teacher. — Let  the  pupils  see  that  in  Lessons  XC.  and  XCI. 
a  quiet  fall  of  snow  and  a  quiet  winter  scene  are  pictured,  and  that  in 
this  lesson  a  scene  is  presented  in  which  there  is  much  action. 

As  a  preparation  for  the  next  lesson,  the  pupils  may  vary  and  com- 
bine orally  the  sentences  of  the  "exercise  "  above,  and  then  continue 
the  story. 

Encourage  each  pupil  to  suggest  some  incident.  In  discussing  the 
different  expressions  let  the  pupils  help  to  decide  which  sound  best. 
The  arrangement  should  also  be  discussed. 


174  INTRODUCTORY  LANGUAGE  WORK. 

LESSON     XCV. 
Helping  Words  Joined  to  Verbs  — Composition. 

One  Stormy  Winter  Day. 

What  to  Do, — Write  a  short  story  of  two  or  more  para- 
graphs, telling  what  happened  on  a  stormy  winter  day. 

Take  what  you  choose  from  the  two  ^'exercises  ^'  in  the 
preceding  lesson. 

Underline  the  words  that  tell  how,  when,  or  where. 

To  the  Teacher. — The  pupils  should  not  be  held  closely  to  pointing 
out  all  adverbs. 

LESSON     XCVK 

Phrases  Joined  to  the  Chief  Parts. 

Hints  for  Word   Pictures. 

A  Squirrel's  Morning   Eun. 

1.  A  barking,  scolding  sound  is  heard  y/'6>m  the  tree. 

2.  Two  black  eyes  appear  at  a  knot-hole. 

3.  An  empty  nut  rattles  to  the  ground. 

4.  A  red  squirrel  scurries  down  throiigh  the  branches. 

5.  He  leaps  upon  the  fence. 

6.  Away  he  goes  with  flying  colors. 

7.  Suddenly  he  halts  and  springs  into  an  apple  tree. 

8.  A  tumult  is  heard  among  the  hees. 

9.  Down  comes  a  mimic  snow-fall  of  blossoms. 


PHRASES  JOINED   TO   THE   CHIEF  PARTS.  175 

What  to  See. — Notice  that  the  phrases  are  in  italics. 

lu  each  of  the  sentences  except  the  last  read  the  verb  and 
its  helping  phrase  together. 

Which  of  these  phrases  help  by  telling  where  f 

Find  the  subject  in  the  ninth  sentence. 

What  does  the  phrase  of  blossoms  do  ? 

In  the  first  sentence,  see  whether  from  or  the  or  tree, 
taken  alone,  would  help  is  heard. 

You  see  that  the  words  of  a  phrase,  all  taken  together, 
are  like  a  single  helping  word. 

Find  the  chief  parts  in  each  sentence. 

Find  all  the  helping  words,  and  tell  what  they  do. 


LESSON     XCVII. 

Phrases  Joined  to  the  Chief   Parts. 
Hints  for  Word.  Pictures. 

A   SquiRREL^S   Morning   Eun — Continued. 

1.  Again  he  is  dashing  down  the  fence. 

2.  He  clears  a  certain  rail  with  one  long  jump, 

3.  Under  this  rail  hangs  a  hornet's  nest. 

4.  He  finds  a  woodpecker's  den  in  a  dead  tree. 

5.  Madam  is  at  home. 

6.  She  delivers  a  pickax  blow  hetween  his  eyes. 
Y.  Away  he  speeds  with  whisking  tail. 

8.  He  looks  wistfully  at  a  robin^s  nest. 

9.  His  appetite yb?"  birds^  eggs  has  been  spoiled. 


176  INTRODUCTORY  LANGUAGE  WORK. 

What  to  See, — Notice  that  the  phrases  are  in  italics. 

In  each  of  the  sentences  except  the  last,  read  the  verb  and 
its  helping  phrase  together. 

What  does  the  phrase /or  birds'  eggs  do  ? 

Notice  that  the  last  word  in  each  phrase  is  a  name,  and 
that  helping  words  are  sometimes  Joined  to  it. 

Find  all  such  helping  words,  and  tell  what  they  do. 

The  first  word  in  each  phrase  is  the  connecting  word. 

Explain  the  possessive  names  found  in  these  sentences. 

To  the  Teacher. — Oral  work  may  be  needed  in  preparation  for  the 
following  lesson. 

LESSO  N     XCVI  I  I  , 
Phrases  —  Composition. 

A  Squirrel's  Morning   Run. 

What  to  Do, — Make  a  connected  story  of  the  sentences 
given  in  the  two  preceding  lessons. 

You  may  make  any  changes  and  additions  that  will  help 
your  story. 

Underline  some  of  your  phrases,  and  tell  what  they  do. 

LESSON     XC  IX. 

Using   Helping  Words   RigFit. 

IBe  careful  not  to  put  together  helping  words  or 
phrases  that  have  the  same  meaning;  as,  *^  a  short  little 
word.'' 


USING  HELPING    WORDS  RIGHT.  177 

EXERCISE. 

Small,  tiny  ;  verdant,  green  ;  great,  large, 
big ;  promptly,  without  hesitation  ;  in  per- 
fect silence,  without  the  slightest  noise. 

What  to  Do. — Tell  which   of   these    helping  words  or 
phrases  should  not  be  used  together.     Why  ? 
Use  each  with  a  name  or  a  verb. 

Be  careful  to  get  the  right  helping  word, 

EXERCISE. 

Elegant  manners,  furniture,  dress,  nouse. 

Splendid  sunset,  palace,  jewels,  victory. 

Awful  storm,  roar,  crash. 

Lovely  woman,  face,  child. 

Horrihle  story,  crime,  pit. 

Excellent^  delicious^  pretty^  neat,  ugly,  Jimnely. 

What   to  See  and  Do, — Repeat    each   of  the  first   five 
helping  words  with  each  name  that  follows  it. 

These  helping  words  are  much  misused. 

It  is  not  right  to  say,   '"perfectly  elegant,  splendid,  or 
lovely  ipie,  cake,  or  butter." 

What  two  words  in  the  last  line  of  the  '•  exercise  "  may 
describe  '''pie,  cake,  butter,"'  etc.? 

It  is  wrong  to  talk  about  a  "  perfectly  awful  or  horrible 
bonnet  or  shoe."' 

What  words  in  the  last  line  of  the  "exercise"  may  de- 
scribe a  bonnet  or  a  shoe  ? 
12 


178  INTRODUCTORY  LANOUAOE  WORK. 

Find  other  names  to  which  each  of  the  italicized  words 
of  the  *'  exercise  "  may  be  joined. 

Do  not  use  most  for  almost  or  nearly,  real  for  really 
or  very,  bad  for  badly,  good  for  well. 

EXERCISE. 

1.  Almost  every  boy  was  shouting. 

2.  I  have  almost  finished. 

3.  Ideally  honest  men  can  be  found. 

4.  Did  you  sleep  well  f 

5.  I  slept  hadly. 

What  to  See  and  Do. — Some  words  may  be  joined  to 
either  a  verb  or  another  helping  word.  Ahnost  in  the  first 
sentence  is  joined  to  every  ;  in  the  second,  to  have  finished. 

Real,  had,  and  good  are  joined  to  names. 

Read  the  sentences  of  this  '"  exercise ''  till  they  sound 
familiar. 

Such  expressions  as  "real  smart  man/"  "most  all  of  it/" 
"  act  J)ad,'^  "  w^rites  good,"  are  incorrect. 

Write  correct  sentences  showing  what  is  meant  by  these 
expressions. 

To  the  Teacher.— The  sentences  given  here  and  those  made  by  the 
pupils  may  be  dictated  with  the  test  words  omitted. 

LESSON     C. 

Using   Helping  Words   Right. 

Put  helping  words  where  they  will  give  the  right 
meaning  and  sound  best. 


USING  HELPING    WORDS  RIGHT.  179 

EXERCISE. 

1.  Here  we  were  told  our  friends  had  waited  an  hour. 

2.  We  talked  about  sailing  around  the  world  in  the 
evening. 

3.  A  boy  is  wanted  on  a  farm  of  steady  habits. 

4.  He  took  a  severe  cold  during  the  journey  on  his 
lungs. 

5.  Peter  Grant  died  while  eating  breakfast  seventy-five 
years  old. 

What  to  See  and  Do, — From  the  position  of  here,  the 
first  sentence  may  have  either  of  two  meanings.  Bring  out 
each  of  these  meanings  clearly. 

Make  the  other  sentences  clear  by  putting  the  italicized 
words  and  phrases  in  the  best  place. 

Do  not  use  two  denying  words  where  the  meaning 
needs  hut  one. 

EXERCISE. 

1.  I  have  none. 

2.  I  haven't  any. 

3.  He  is  doing  nothing. 

4.  He  isn't  doing  anything. 

5.  There  are  no  ghosts. 

6.  There  aren't  any  ghosts. 
T.  It  can  be  found  nowhere. 

8.  It  can't  be  found  anywhere.  ^ 

9.  I  have  seen  nothing. 

10.  I  haven't  seen  anything. 


180  INTRODUCTORY  LANGUAGE   WORK. 

What  to  See  and  Do. — If  you  mean,  "^  I  have  none," 
you  certainly  would  not  say,  "^  I  haven't  none,'^  for  this 
would  be  a  very  awkward  way  of  saying,  '•  I  have  some/' 

Find  the  denying  word  in  each  sentence  of  the  ''  exercise." 

Tell  which  sentences  have  the  same  meaning. 

What  mistakes  have  you  heard  in  such  sentences  ? 

Read  the  sentences  of  the  "  exercise,"  and  notice  whether 
they  sound  natural. 

To  the  Teacher. — By  questions  and  various  devices,  get  the  pupils 
to  use  sentences  containing  negatives.  Let  them  see  the  absurdity  of 
making  one  negative  contradict  another  unless  they  wish  to  affirm. 
Let  them  see  that  two  negatives  are  sometimes  intentionally  used  to 
affirm  ;  as,  "  No  man  can  do  nothing.'''' 


LESSO  N     CI  . 

A  Study  of  Sentences. 

To  the  Teacher. — Let  special  attention  be  given  to  arrangement 
and  to  points  brought  out  in  the  preceding  lessons.  Let  some  of  the 
work  be  written. 

The  Gtay  Butterfly. 

1.  For  a  few  weeks  or  months  the  butterfly  flits  in  the 
sunshine  among  the  flowers. 

2.  The  butterfly's  happy  life  in  the  sunshine  among 
the  flowers, lasts  only  for  a  few  weeks  or  months. 

3.  Have  not  the  earth,  the  8%,  and  the  sea  given  all 
their  gayest  tints  to  the  butterfly  ? 


A  STUDY  OF  SENTENCES.  181 

4.  How  beautifully  the  colors  are  put  together  in  spots, 
streaks,  and  rich  borders ! 

5.  On  the  butterfly's  gorgeous  wings  look  for  all  the 
colors  of  the  rainbow. 

6.  He  goes  through  the  air  with  a  zig-zag  motion. 

7.  This  gay  creature  of  the  sunshine  is  seldom  seen  on 
the  wing  before  nine  in  the  morning. 

8.  Long  before  sunset  he  steals  away  under  the  leaves." 

What  to  See  and  Do, — Find  the  two  chief  words  in  the 
first  sentence. 

Find  a  phrase  that  helps  flits  by  telling  how  long. 

Find  two  phrases  that  help  by  telling  where. 

Arrange  these  phrases  in  several  ways,  and  tell  which  way 
you  like  best. 

liemember  that  much  skill  can  be  shown  in  grouping 
helping  words  around  the  chief  words. 

Does  the  second  sentence  mean  the  same  as  the  first  ? 

Find  different  ways  of  telling  what  is  in  each  of  the 
other  sentences. 

In  the  second  sentence  find  two  phrases  that  tell  what 
life. 

Find  other  Avords  that  help  to  tell  what  life. 

Find  a  phrase  that  helps  the  verb. 

Change  the  lutterflifs  to  of  the  lutterfly,  and  then  read 
the  sentence. 

Make  a  similar  change  in  the  fifth  sentence. 

Find  in  how  many  ways  you  can  arrange  the  parts  of 
each  of  these  eight  sentences. 


182  INTRODUCTORY  LANGUAGE  WORK. 

Tell  what  kind  of  sentence  each  is. 
Explain  all  the  punctuation  marks. 

Additional   Lessons. 

To  the  Teacher. — The  sentences  of  this  lesson  are  specially  adapted 
for  studying  the  offices  of  words  and  phrases  and  their  arrangement. 

By  easy  questions  lead  the  pupils  to  discover  what  the  different 
words  and  phrases  do. 

Another  lesson  may  be  spent  in  varying  and  discussing  the  arrange- 
ment. 

Get  the  pupils  to  change  the  phraseology  and  to  express  each  thought 
in  as  many  ways  as  possible. 

LESSON     C  I  I  . 

Composition. 

What  to  Do, — Make  a  composition  about  ''  The  Gay 
Butterfly.  ^^  You  may  change  the  sentences  of  the  preced- 
ing lesson,  and  work  them  into  your  composition.  Tell 
what  you  think  of  the  butterfly^s  life  as  compared  with  the 
ant's. 

LESSON     CIII. 

Hints  for  a  Composition. 

To  the  Teacher. — In  this  and  the  following  lesson  let  special  atten- 
tion be  given  to  the  arrangement.     Oral  lessons  may  be  needed. 

Moths  and  Butterflies. 

Compare  the  pictures  of  the  moth,  on  the  next  page, 
with  those  of  the  butterfly,  pages  59  and  63.     "Which  has 


•HINTS  FOR  A    COMPOSITION. 


183 


the  more  slender  body  ?  In  which  are  the  three  parts 
more  distinct?  "Which  has  slender  feelers  with  knobs? 
Which  has  curved  or  fringed  feelers  ?     Which  rests  with 


wings  held  up  together?  Which, 
with  wings  spread  out  flat,  or  laid 
along|the  back  like  a  cloak  ?  Which 
has  the  richer  colors  ?  Which  flies  at  twilight  or  at 
night  ?  Which  is  attracted  by  the  lamp  ?  Which  is  hap- 
pier in  the  sunshine  ?   What  other  differences  can  you  find  ? 

LESSO  N     CIV. 

Hints  for  a  Composition. 

Moths  and  Butterflies — Continued,  . 

Six  legs — body  in  three  parts — insect — four  -wings — 
rolled-up  tube,  or  tongue — thrust  into  flowers — suck 
sweet  juices — wings  covered  with  beautiful  dust — look 
through  a  microscope — particles  of  dust  are  scales — what 
you  have  seen — what  you  have  read  or  heard  about 
butterflies  and  moths. 


184  INTRODUCTORY  LANGUAGE   WORK. 

LESSON     CV. 

Forms  of  Words   Used  for  Names. 

EXERCISE. 

1.  The  dragon-fly  catches  gnatfe. 

2.  A  dragon-fly  is  an  insect. 

What  to  See,^—ThQ  verb  tells  what  something  does  or  is. 
Gnats  here  helps  catches  to  tell  what  the  dragon-fly  does, 
and  insect  helps  is  to  tell  what  the  dragon-fly  is. 

Which  of  these  words  names  the  things  acted  upon  ? 

Which  names  the  same  thing  that  the  subject  names  ? 

Names  and  words  used  for  names  often  follow  verbs  to 
help  in  these  two  ways. 

EXERCISE. 

1.  1  caught  the  boy.  7.  It  is  /. 

2.  We  caught  the  boy.  8.  It  is  we. 

3.  He  caught  the  boy.  9.  It  is  he. 

4.  She  caught  the  boy.  10.  It  is  she. 

5.  They  caught  the  boy.  11.  It  is  they. 

6.  Who  caught  the  boy  ?  12.  It  is  who  ? 

13.  The  boy  caught  rne. 

14.  The  boy  caught  us. 

15.  The  boy  caught  him. 

16.  The  boy  caught  her. 

17.  The  boy  caught  them. 

18.  Whom  did  the  boy  catch  ? 


FORMS   OF   WORDS   USED  FOR  NAMES.  185 

19.  The  boy  ran  to  me. 

20.  The  boy  ran  from  us, 

21.  The  boy  ran  by  him. 

22.  The  boy  ran  with  her. 

23.  The  boy  ran  around  them. 

24.  Around  whom,  did  the  boy  run  ? 

What  to  See, — Mention  in  order  the  subjects  in  the  first 
six  sentences. 

Are  they  names,  or  words  nsed  for  names  ? 

In  the  next  six  sentences  mention  each  word  that  helps 
the  verb  to  tell  or  ask  who  somebody  is. 

Do  these  words  mean  the  same  as  the  subjects  ? 

What  two  uses  have  you  found  for  these  six  words  ? 

In  the  next  six  sentences  mention  each  word  that  helps 
caught  and  stands  for  the  name  of  the  one  acted  upon. 

In  the  last  six  sentences  mention  the  chief  word  in  each 
phrase. 

What  two  uses  have  you  found  for  these  six  words  ? 

Do  these  six  words  mean  the  same  as  the  first  six  words 
you  found  ? 

See  whether  you  can  use  /  and  me  in  the  same  places. 

See  whether  we  and  us  will  exchange  places. 

I,  we,  he,  she,  they,  or  who  may  he  used  as  the  sub- 
ject, or  with  the  verb  to  explain  the  subject. 

Me,  us,  him,  her,  them,  or  whom  may  be  used  with 
the  verb  for  the  name  of  the  one  acted  upon,  or  as  the 
chief  word  of  a  phrase. 


186  INTRODUCTORY  LANGUAGE   WORK. 

To  the  Teacher. — Let  the  pupils  compare  each  subject-form  with 
the  corresponding  object-form.  Let  them  see  that  the  words  mean  the 
same,  but  that  they  must  have  diiferent  uses. 

Let  them  explain  and  illustrate  the  uses  of  all. 

If  the  teacher  wishes  to  give  more  drill  on  the  preposition,  the  pre- 
ceding lessons  afford  abundant  opportunity. 


LESSON     CVI. 

Forms  of  Words   Used   for   Names. 

EXERCISE. 

1.  Whom  do  you  mean  ? 

2.  To  whom  did  you  speak  ? 

3.  Could  that  boy  have  been  he  f 

4.  That  person  could  not  have  been  she. 

5.  For  whom  did  he  call? 

6.  Waj  it  they? 

7.  Who  was  there  ?     /  (A<?,  she). 

8.  Whom  did  she  call  ?     Me  {us,  him,  her). 

9.  Was  it  not  If 

10.  Will  you  go  with  Kate  and  me  ? 

11.  Kate  and  Zwere  there  yesterday. 

What  to  See  and  Do, — Notice  that  in  each  sentence  we 
have  put  a  straight  line  under  the  subject  and  a  wavy  line 
under  the  verb. 

You  may  give  the  uses  of  the  other  words,  and  tell  why 
the  words  in  italics  are  correct. 


FORMS   OF   WORDS   USED  FOR  NAMES.  187 

Notice  that  in  the  seventh  example  two  subjects  are 
underlined,  one  in  the  question,  and  the  other  in  the 
answer.     The  words  was  there  are  understood  in  the  answer. 

In  the  eighth,  the  words  she  called  are  understood. 

Three  answers  are  suggested  in  the  seventh,  and  four  in 
the  eighth.  Give  them  all  separately,  first  in  the  short 
form,  then  in  the  full  form. 

Read  these  sentences  till  they  seem  familiar. 

To  the  Teacher. — The  six  subject-forms  and  the  six  object-forms 
given  on  page  185  may  be  put  on  the  board.  The  sentences  here  given 
may  then  be  dictated  with  the  test  words  omitted.  The  pupils  may 
supply  the  proper  words  from  the  lists  before  them. 

Let  the  pupils  supply,  in  place  of  the  wn:)rds  in  italics,  all  the  subject- 
forms  and  the  object-forms  that  may  be  correctly  used. 

Most  pupils  will  probably  need  some  help  in  explaining  the  uses  of 
these  case-forms.  Give  such  aid,  however,  as  will  leave  them  to  feel 
that  they  have  done  the  work  themselves. 

LESSON     CV  1  I  . 

Forms  of  Words   Used  for   Names= 

EXERCISE. 

1.  With  whom  are  you  going  ? 

2.  Mary  and  /  are  going  with  papa. 

3.  Papa  will  take  Mary  and  me  with  him. 

4.  Between  you  and  me  this  can  easily  be  done. 

5.  lie  and  /were  beaten. 

6.  She  and  Fred  have  called. 


188  INTRODUCTORY  LANGUAGE   WORK. 

7.  It  makes  no  difference  to  either  you  or  Tne. 

8.  We  boys  enjoyed  it. 

9.  Who  did  it  ?     /  {we,  he,  she,  they). 

10.  To  whom  shall  I  give  it  ?     Them  (me,  us,  him,  her). 

What  to  See  and  Do. — You  will  find  a  straight  line 
under  each  subject  and  a  wavy  line  under  each  verb. 

You  may  tell  how  each  word  in  italics  is  used. 

For  each  of  these  words  in  italics^  tell  what  word  might 
be  used  by  mistake.  Tell  why  one  is  right  and  the  other 
wrong. 

Read  the  ninth  and  tenth  examples  and  supply  the  words 
left  out.  Supply  all  the  different  answers  suggested  by  the 
words  in  curves. 

Read  all  the  sentences  till  they  seem  familiar. 

To  the  Teacher. — See  suggestions  in  the  preceding  lesson. 
Call  attention  to  the  order  of  "  Mary  and  I,"  "  he  and  T,"  etc. 


LESSON     CVIII. 
Forms  of  Words   Used  for   Names. 

EXERCISE. 

1.  I  am  to  blame,  not  he. 

2.  You  must  blame  me,  not  him. 

3.  Which  is  right  ?  he,  or  If 

4.  You  may  guess  whom  I  saw. 

5.  You  may  guess  who  it  was. 

6.  Whom  did  you  say  he  chose  ? 


FORMS   OF   WORDS   USED   FOR  NAMES.  189 

7.  Who  did  you  say  was  chosen  ? 

8.  He  that  wins  will  be  rewarded. 

9.  Ilim  that  wins  I  will  reward. 

10.  John  is  older  than  I. 

11.  John  is  as  old  as  /. 

What  to  See  and  Do, — In  the  first  example  two  sen- 
tences are  put  together.      Put  in  the  words  left  out. 

Eead  the  second  example,  and  put  in  the  words  left  out. 

Read  the  third,  and  put  is  it  before  lie,  and  the  same 
words  again  before  /. 

Read  the  third  again,  and  put  is  before  he,  and  am  before  /. 

Now  tell  why  the  italicized  words  in  these  three  examples 
are  right. 

Read  the  last  three  words  of  the  fourth,  putting  whom  at 
the  end.     Why  is  whom  correct  ? 

Read  the  last  three  words  of  the  fifth,  and  put  who  at  the 
end.     Why  is  who  correct  ? 

Read  together  the  first  word  and  the  last  two  words  of 
the  sixth,  putting  whom  at  the  end.     Why  is  whom  correct  ? 

Read  together  the  first  word  and  the  last  two  words  of 
the  seventh.     Why  is  wlio  correct  ? 

Read  the  eighth  and  the  ninth,  omitting  that  wins  from 
each,  and  then  tell  why  he  and  him  are  correct. 

Read  the  tenth  and  put  am  at  the  end.     Why  is  /correct? 

Explain  the  eleventh  in  the  same  way. 

In  place  of  /,  in  the  tenth,  put  we,  he,  she,  theij,  and  who. 

Make  similar  changes  in  the  eleventh. 

Explain  all. 


190  INTRODUCTORY  LANGUAGE   WORK. 

To  the  Teacher. — In  these  hints  we  have  tried  to  confine  the 
pupils'  attention  to  the  clause  containing  the  word  in  question.  Let 
them  see  that  the  other  clause  has  nothing  to  do  with  the  form  of  this 
word. 

Pupils  can  generally  detect  such  errors  when  the  sentence  or  clause 
is  read  in  its  ' '  natural  "  order. 

The  pupils  may  read  these  hints  and  questions  in  the  class,  and 
discuss  them  freely.  With  the  aid  that  has  been  given,  we  believe 
very  little  assistance  will  be  needed  from  the  teacher. 

Additional   Lessons. 

Sentences  illustrating  the  uses  of  these  subject-forms  and  object- 
forms  should  be  varied  in  every  possible  way,  and  dictated  as  suggested 
before. 

Let  no  time  be  wasted  on  those  constructions  in  which  pupils  are 
not  liable  to  err. 

LESSON    CIX. 

Connecting  Words— Comma. 

EXERCISE. 

1.  Anna,  Lucy,  and  Jane  are  going. 

2.  Anna,  Lucy,  or  Jane  is  going. 

3.  Neither  Anna,  Lucy,  nor  Jane  is  going. 

4.  N^either  the  fly,  the  butterfly,  nor  the  grasshopper 
lays  up  food. 

5.  A  red,  white,  and  blue  flag  was  flying. 

6.  A  red,  a  white,  and  a  blue  flag  were  flying. 

7.  The  first,  second,  and  third  verses  were  read. 

8.  The  first,  the  second,  and  the  third  verse  were  read. 


CONNECTING    WORDS— COMMA.  19X 

What  to  See, — In  the  first  sentence  what  words  are  used 
in  the  same  v/ay  ? 

What  connects  these  words  ? 

Where  is  the  connecting  word  understood  ? 

What  have  you  learned  about  the  comma  as  here  used  ? 

In  the  first  sentence  how  many  are  said  to  be  going  ? 

In  the  second,  is  one,  or  are  three,  said  to  be  going  ? 

In  the  third,  are  the  persons  named  as  taken  together,  or 
separately  ? 

In  the  fourth,  are  the  three  insects  named  as  taken  to- 
gether, or  separately  ? 

What  difference  do  you  here  find  between  and  and  or  or 
nor  9 

Show  that  are,  is,  and  lays  are  correctly  used. 

How  are  the  helping  words  connected  in  the  fifth  ? 

In  the  sixth,  the  word  flag  is  understood  after  red  and 
after  white.     This  we  know  because  a  is  used  three  times. 

How  are  the  helping  words  connected  in  the  seventh  ? 

In  the  eighth,  the  word  verse  is  understood  after ^rs^  and 
after  second.     We  know  that  each  the  requires  a  name. 

Explain  the  use  of  the  commas. 

With  neither  use  nor,  not  or. 

What  to  Do. — Write  five  sentences  using  neither  and 
nor. 

Additional  Lesson. 

To  the  Teacher. — A  lesson  on  the  correct  use  of  a  or  a.i  and  the, 
with  connected  terms,  is  here  suggested. 

Let  the  pupils  see  that  to  repeat  the  in  the  seventh  sentence  would 


192  INTRODUCTORY  LANGUAGE   WORK. 

be  wrong,  as  verses  would  be  understood  with  first  and  second.  Let 
them  see  that  to  use  only  the  first  the  in  the  eighth  sentence  would  be 
wrong,  as  verse  names  one  thing,  and  the  same  thing  can  not  be  first, 
second,  and  third. 

Guard  them  against  such  common  errors  as,  "  Read  the  fourth,  fifth, 
and  sixth  stanza  ;  "  "  Read  the  fourth,  the  fifth,  and  the  sixth  stanzas." 

If  this  is  found  too  difficult  here,  let  it  be  deferred  for  a  review. 

LESSON     ex. 

Connecting  Words  — Comma. 

EXERCISE. 

1.  Harry  kept  his  eyes  open.  He  saw  many  curious 
things. 

2.  The  grasshopper  can  travel  by  long  leaps.  He  can 
sail  through  the  air  on  Avings. 

8.  The  grasshopper  can  not  walk  well  on  the  level. 
He  can  climb. 

4.  Many  wonderful  things  can  be  seen  only  through  a 
microscope.     They  are  very  small. 

5.  Touch  the  moth's  wings.  Your  hand  is  covered 
with  powder. 

6.  The  moth  can  drink  from  the  flowers'  deep  cups. 
It  carries  a  long  tube  rolled  up. 

7.  The  moth  visits  the  flowers.  The  sun  has  gone 
down. 

8.  Insects  have  little  holes  along  their  sides.  Through 
these  holes  they  breathe. 

9.  This  is  the  girl.     You  saw  her  yesterday. 


HINTS  FOR  A    COMPOSITION.  193 

What  to  Uo, — Join  the  two  sentences  in  each  of  the 
groups  above,  using  these  Connecting-  Words  : — 

and,  or,  but,  because,  if,  for,  when,  which,  that. 

In  the  eighth  group  join  the  sentences  by  changing  these 
holes  to  which. 

In  the  ninth,  join  the  sentences  by  changing  her,  first  to 
that  and  then  to  whom.     'No  comma  will  be  needed. 

In  each  of  your  other  new  sentences  put  a  comma  before 
the  connecting  word. 

A  comma  is  generally  used  between  two  sentences  that 
are  joined,  but  sometimes  such  sentences  read  together  so 
closely  that  no  comma  is  needed. 

Be  careful  not  to  join  sentences  that  do  not  belong  to- 
gether. You  would  not  say,  **  Harry  is  a  good  boy,  and  his 
father  is  a  farmer. " 

Write  sentences,  and  join  them. 

LESSO  N     CXI. 

Hints   for   a   Composition. 

To  the  Teacher.-7-Let  special  attention  be  given  to  connectives  and 
to  arrangement.     An  oral  lesson  may  be  profitable. 

The  Grasshopper. 

Body  in  three  parts — six  legs  and  four  wings  on  the 
middle  part — wide  collar — upper  wings,  or  wing-covers, 
long,  straight — under  wings,  delicate,  fold  like  a  fan, 
13 


194 


INTRODUCTORY  LANGUAGE  WORK. 


tuck  under  covers,    fine   dress   coat   under   plain   over- 
coat— front  legs  short — hind  legs  very  long — does  not 

walk  much  on  the  level — can 

climb  up  a  stem — strong  thigh 

-sharp  points  below — famous 


jumper — length  of  leap — eats  leaves  and  grass,  or  animal 
food — other  things  that  you  know,  or  that  you  can  find 
out  from  the  picture. 


LESSON     CXI  I. 

A  Study  of  Sentences. 

To  the  Teacher. — Let  special  attention  be  given  to  arrangement 
and  variety.  The  teacher  must  determine  how  much  of  the  work 
should  be  written. 

1.  In  Mr.  Grasshopper's  wing  is  a  drumhead  stretched 
tight. 


A  STUDY  OF  SENTENCES.  195 

2.  By  moving  one  wing-cover  over  the  other  he  makes 
his  cheerful,  chirping  music  for  the  amusement  of  Mrs. 
Grasshopper. 

3.  Locusts  are  very  often  called  grasshoppers. 

4.  Mr.  Locust  makes  music  by  rubbing  his  rough  hind 
legs  over  the  ridges  on  his  wings. 

5.  The  grasshopper's  shrill  music  brings  to  us  cheerful 
thoughts  of  pleasant  summer  days. 

6.  This  "  green  little  vaulter  in  the  sunny  grass  "  dances 
and  sings  merrily  through  one  happy  summer,  but  dies 
on  the  approach  of  winter. 

What  to  See  and  Do, — Find  the  two  chief  words  in  the 
first  sentence. 

What  phrase  helps  is  by  telling  where  the  drumhead  is  ? 

What  does  the  expression  stretched  tight  describe  ? 

Begin  this  sentence  with  there  is,  and  find  the  best  way 
of  arranging  it. 

Find  the  two  chief  words  in  the  second  sentence. 

What  word  helps  makes  by  telling  what  he  makes,  or  by 
naming  the  thing  acted  upon  ?   , 

What  phrase  tells  how  he  makes  music  ? 

For  the  amusement  of  Mrs.  Grasshopper  does  what  ? 

Find  another  way  of  arranging  this  sentence. 

Omit  he,  change  makes  to  is  made,  and  then  find  differ- 
ent ways  of  arranging  the  sentence. 

Find  the  subject  and  the  verb  in  the  third  sentence. 

When  are  locusts  called  grasshoppers  ? 

What  helping  word  is  joined  to  another  helping  word  ? 


196  INTRODUCTOBY  LANGUAGE   WORK. 

What  name  helps  are  called  and  explains  the  subject  ? 

What  other  positions  can  very  often  take  ? 

Which  sounds  the  best  ? 

Arrange  the  other  three  sentences  in  as  many  ways  as 
possible,  and  tell  which  way  you  like  best. 

In  the  fourth  sentence  change  Mr.  Locust  to  a  possessive,  ^ 
maTces  to  is  made,  and  then  arrange  the  sentence. 

In  the  fifth,  put  in  ly,  change  brings  to  are  brought,  and 
then  arrange  the  sentence  in  different  ways. 

In  the  sixth,  are  some  words  taken  from  the  poet,  Leigh 
Hunt. 

How  are  they  marked  ? 

Does  the  first  word  of  this  quotation  begin  with  a  capital  ? 
Why  ?     (See  pages  126  and  127.) 

Is  it  separated  from  the  other  words  by  commas  ?     Why  ? 

Additional  Liessons. 

To  the  Teacher. — The  questions  on  the  first  three  sentences,  to 
bring  out  what  the  different  words  and  phrases  do,  will  suggest  similar 
questions  for  the  remaining  sentences.  (See  "  To  the  Teacher,"  at  the 
end  of  Lesson  CI.) 


LESSO  N     CXI  II. 
Hints   for  a  Composition. 

The  Grasshopper. 

What  to  Do, — Make  a  composition  about   ''  The  Grass- 
hopper.^^    Say,  if  you  wish,  the  same  things  that  are  said 


DIRECT  AND  INDIRECT  QUOTATIONS.  197 

about  him  in  the  preceding  lesson,  but  say  these  things  in 
your  own  language.  You  must  add  what  is  necessary  to 
make  a  connected  story,  or  composition. 

LESSON    CXIV. 

Direct  and   Indirect  Quotations. 

EXERCISE. 

1.  The  fox  said,  "  The  grapes  are  sour." 

2.  The  fox  said  that  the  grapes  were  sour. 

3.  "  Can  the  owl  sing  ?  "  asked  Dick. 

4.  Dick  asked  whether  the  owl  could  sing. 

WTiat  to  See, — Find  all  the  differences  between  the  first 
and  the  second  sentence.     (See  pages  124  and  127.) 

Find  all  the  differences  between  the  third  and  the  fourth. 

When  we  tell  what  some  one  has  said,  and  use  his  exact 
words,  we  make  a  Direct  Quotation. 

When  we  tell  what  some  one  has  said,  but  do  not  use  his 
exact  words,  we  make  an  Indirect  Quotation. 

Which  are  the  indirect  quotations  in  this  "  exercise  "  ? 

Is  the  indirect  quotation  inclosed  within  quotation 
marks  ? 

Does  it  begin  with  a  capital  ? 

Is  it  separated  from  the  other  words  by  a  comma  ? 

Give  all  the  differences  between  a  direct  quotation  and  an 
indirect  quotation. 

In  the  third  sentence  the  question  mark  separates  the 
quotation  from  the  other  words,  so  no  comma  is  needed. 


198  INTRODUCTORY  LANGUAGE   WORK. 

Notice  that  the  direct  quotation  in  the  third  sentence  is 
also  a  Direct  Question. 

AYhat  words  tell  what  Dick  asked,  without  giving  his 
exact  language  ? 

These  words  make  an  Indirect  Question. 

Is  the  indirect  question  followed  by  a  question  mark  ? 

On  page  125  find  a  quotation  that  does  not  begin  with  a 
capital,  and  that  is  not  separated  from  the  other  words  by 
commas. 

Tell  why  this  quotation  is  so  written.  (See  page  126, 
near  the  bottom.) 

What  to  Do, — Change  the  first  sentence,  and  put  the 
quotation  at  the  beginning. 

Change  the  third,  and  put  the  quotation  at  the  end. 

Do  not  omit  the  commas. 

Write  two  sentences  containing  direct  quotations,  and 
then  make  the  quotations  indirect. 

Let  one  of  the  quotations  be  a  question. 

Write  sentences,  using  the  following  sayings  as  direct, 
and  as  indirect,  quotations  : — 

Politeness  costs  nothing. 
There  is  no  place  like  home. 

To  the  Teacher. — In  converting  direct  conversation  into  indirect, 
it  is  often  very  dilfiicult  to  avoid  confusion  in  the  use  of  he,  him,  she,  her, 
etc.  The  following  selections  were  made  as  offering  the  least  difficulty. 
Short  selections  from  dialogues,  found  in  the  Reader  or  elsewhere, 
may  be  changed  into  the  indirect  form  to  show  the  pupils  the  necessity 
of  great  caution  in  the  use  of  pronouns. 


QUOTATIONS.  199 


LESSON    CXV. 

Quotations. 

The  Hunter  and  the  Woodcutter. 
Copy  thefolloiving,  and  notice  everything  carefully : — 

"  Have  you  seen  any  tracks  of  a  lion  ? "  asked  a 
boastful  hunter  of  a  woodcutter  whom  he  met. 

"  Oh,"  said  the  woodcutter,  "  I  can  show  you  the  lion 
himself." 

Then  the  hunter  was  pale  with  fright,  his  teeth  chat- 
tered, and  he  said,  "I  want  to  see  his  tracks  only;  I 
don't  want  to  see  the  lion." 

There  are  those  who  are  brave  with  words  only,  and 
not  with  deeds. 

What  to  See, — Does  the  writer  of  this  story  use  the 
hunter's  and  the  woodcutter's  exact  words  ? 

Find  here  a  direct  question  quoted. 

What  changes  must  be  made  when  this  becomes  an  indi- 
rect question  ? 

Which  quotation  is  divided  by  three  of  the  story-writer's 
own  words  ? 

Explain  the  quotation  marks.     (See  page  130.) 

What  do  the  two  commas  here  mark  off  ? 

What  to  Do, — Write  this  story  and  make  the  direct 
quotations  indirect. 

Tell  in  your  own  language  what  the  story  teaches. 


200  INTRODUCTORY  LANGUAGE   WORK. 

LESSON     CXVI. 

Quotations. 

The  Sensible  Wild  Boar — A  Fable. 
Copy  the  following,  and  notice  everything  carefully : — 

A  fox  one  day  found  a  wild  boar  sharpening  his  tusks 
on  the  trunk  of  a  tree. 

"  Why  do  you  whet  your  tusks  now  ? "  said  the  fox. 
"  There  is  no  sign  of  the  coming  of  the  hunter  or  the 
hounds." 

"  My  dear  friend,''  said  the  wild  boar,  "  it  would  never 
do  for  me  to  be  sharpening  my  weapons  when  I  ought 
to  be  using  them." 

Learn  to  be  in  time. 

What  to  See, — Find  here  a  quotation  that  is  made  up 
of  a  direct  question  and  a  statement. 

Are  the  words  that  divide  this  quotation  marked  off  by 
commas  ?     Why  ? 

How  can  this  quotation  be  made  indirect  ? 

What  to  Do. — Write  this  fable  and  make  the  quotations 
indirect. 

Tell  in  your  own  language  what  the  fable  teaches. 

To  the  Teacher. — The  use  of  the  single  quotation  marks  to  inclose 
a  quotation  within  a  quotation  may  be  explained  in  a  review,  or  when 
met  in  copying. 


REVIEW  OP  CAPITALS.  201 

LESSON     CXVII. 

Review  of  Capitals. 

To  the  Teacher. — We  do  not  offer  the  following  as  formal  rules. 
We  should  not  hold  the  pupils  to  an  exact  repetition  of  the  language 
here  given. 

Every  Sentence  should  begin  with  a  capital  letter. 

When  a  direct  quotation  makes  complete  sense,  it  begins 
with  a  capital. 

The  words  I  anfl  O  should  be  written  in  capitals. 

Particular  Names  begin  with  capitals. 

Two  or  more  names  forming  one  particular  name  should 
each  begin  with  a  capital  ;  as,  James  Russell  Lowell. 

In  such  names  as  Gulf  of  Mexico,  Cape  of  Good  Hope,  of 
does  not  begin  with  a  capital. 

In  the  title  of  a  book  or  the  subject  of  a  composition  the 
first  word  and  the  principal  words  begin  with  capitals  ;  as. 
Everything  in  its  Right  Place. 

The  names  of  the  days  of  the  week  and  the  months  of  the 
year  begin  with  capitals. 

All  names  of  God  begin  with  capitals  ;  as,  '•'  The  Lord 
rules. "" 

Words  made  from  particular  names  begin  with  capitals  ; 
as,  ''  We  study  the  English  language/' 

The  first  word  of  every  line  of  poetry  begins  with  a 
capital  ;  as, — 


203  INTRODUCTORY  LANGUAGE  WORK. 

The  Autumn  is  old  ; 

The  sear  leaves  are  flying ; 
He  hath  gathered  up  gold, 

And  now  he  is  dying. 

— Hood. 

EXERCISE. 

1.  Shall  I  lend  you  Hans  Christian  Andersen's  "  Tales 
for  Children  "  ? 

2.  Have  you  read  George  MacDonald's  "  At  the  Back 
of  the  North  Wind  "  ? 

3.  Frank  asked,  "  Does  the  water  of  Lake  Superior 
flow  into  the  Gulf  of  St.  Lawrence  ? " 

4.  Your  Heavenly  Father  feedeth  them. 

5.  Columbus  sailed  Friday,  August  3,  1492. 

Wliat  to  See  and  Do, — Copy  these  five  examples,  and 
explain  the  use  of  each  capital. 

What  titles  of  books  are  here  quoted  ? 

In  the  first  example,  is  the  quotation  a  part  of  the  ques- 
tion ?  Is  it  in  the  second  ?  Kotice  that  the  quotation 
marks  are  within  the  question  mark. 

In  the  third  example  we  quote  the  question,  and  so  the 
question  mark  is  within  the  quotation  marks. 

To  the  Teacher. — Only  your  more  observing  pupils  will  fully  under- 
stand  the  relation  of  the  quotation  marks  to  the  question  mark  till  the 
matter  is  brought  up  for  review.  Similar  relations  between  the  excla- 
mation mark  and  the  quotation  marks  may  then  be  explained. 


REVIEW  OF  PUNCTUATION.  203 

In  a  review,  it  may  be  well  to  show  that  the  third  sentence  is  a 
statement,  and  that,  although  the  question  mark  belongs  only  to  the 
quotation,  the  period  is  omitted.  The  omission  of  the  period  after  the 
exclamation  mark  may  also  be  illustrated. 

LESSON     CXVI  I  I. 

Review  of  Capitals. 

What  to  Do, — Write  sentences  that  will  show  what  you 
have  learned  about  capitals. 

LESSON     CXIX. 

Review  of  Punctuation. 
To  the  Teacher.— See  "  To  the  Teacher,"  Lesson  CXVII. 

A  Period  is  placed  at  the  end  of  a  statement  or  a 
command. 

A  Period  is  placed  after  an  abbreviation  or  initial, 

A  Question  Mark  is  placed  after  a  direct  question. 

An  Exclamation  Mark  is  placed  after  an  eocclama- 
tion. 

A  direct  quotation  is  inclosed  within  Quotation 
Marks. 

The  name  of  the  one  addressed  is  separated  from 
the  rest  of  the  sentence  by  a  Comma  or  by  two  comfnas. 

Words  or  phrases  connected  and  used  in  the  same 
way  are  separated  by  Commas  unless  all  the  connect- 
ing words  are  put  in. 


204  INTRODUCTORY  LANGUAGE   WORK. 

Use  the  Comma  where  there  is  a  slight  hredk  hetween 
itjords,  or  where  the  sentence  should  he  divided  to  help 
the  reader. 

What  to  Do, — Write  sentences  showing  the  uses  of  the 
period. 

Write  sentences  showing  the  use  of  the  question  mark, 
the  exclamation  mark,  and  the  quotation  marks. 

EXERCISE. 

1.  Ants,  bees,  and  wasps  are  busy  creatures. 

2.  Ants  and  bees  and  wasps  are  busy  creatures. 

3.  Brave,  manly  deeds  will  be  remembered. 

4.  Brave  and  manly  deeds  will  be  remembered. 

5.  Two  happ3^  little  birds  are  singing  together. 

6.  The  ant,  certainly,  is  not  lazy. 

7.  Ants  and  bees,  with  their  little  brains,  do  much 
thinking. 

8.  John,  the  gardener,  gave  us  some  roses. 

9.  We  girls  are  fond  of  roses. 

10.  Insects  have  six  legs,  but  spiders  have  eight. 

11.  We  shall  not  go  if  it  rains. 

What  to  See, — In  each  of  the  first  four  sentences  tell 
what  words  are  connected  and  used  in  the  same  way. 

Tell  the  differences  between  the  first  and  second  sen- 
tences, and  between  the  third  and  fourth. 

When  three  or  more  words  or  phrases  are  connected,  the 
connecting  word  is  generally  put  between  the  last  two  only, 
as  in  the  first  sentence. 


REVIEW  OF  PUNCTUATION.  205 

When  the  connecting  words  are  all  used,  the  commas  are 
not  needed. 

What  does  the  comma  in  the  third  sentence  take  the 
place  of  ? 

Could  a  connecting  word  be  used  between  two  and  happy, 
or  between  Jiappy  and  little  9 

Is  the  comma  needed  ? 

Notice  that  in  the  sixth  sentence  certainly  does  not  read 
closely  with  the  other  words.  There  is  a  break  or  pause 
before  it,  and  another  after  it. 

In  the  seventh,  what  phrase  does  not  read  closely  with 
the  other  words  ? 

In  the  eighth,  the  gardener  explains  John,  and  makes  a 
slight  break. 

In  the  ninth,  girls  explains  we,  but  it  reads  so  closely 
with  the  other  words  that  no  comma  is  needed. 

Do  the  parts  of  the  last  two  sentences  read  together 
closely  ? 

Explain  the  use  of  all  the  commas. 

Eind  other  examples  similar  to  the  first,  third,  sixth, 
seventh,  eighth,  tenth,  and  eleventh. 

To  the  Teacher. — Pupils  of  the  primary  grades  will  need  to  use 
few  marks  other  than  the  terminal  marks  and  the  comma. 

In  copying  selections,  and  in  reading,  the  semicolon  may  be  noticed 
as  indicating  a  wider  separation  than  the  comma. 

The  dash  may  also  be  noticed  as  marking  a  sudden  break. 

When  a  quotation  preceded  by  a  colon  is  met,  let  the  pupils  see  that 
the  quotation  is  more  formally  presented,  and  that  a  longer  pause  is 
required. 


206  INTRODUCTORY  LANGUAGE   WORK. 

LESSON     CXX. 

Review  of   Punctuation. 

What  to  Do, — Write  sentences  to  show  what  you  have 
learned  about  the  comma. 

Explain  the  use  of  the  comma  in  the  script  sentences  on 
pages  103,  104,  and  107. 

Tell  why  the  comma  is  used  or  is  not  used,  with  the 
helping  words  in  Lesson  XC. 

LESSON     CXXI. 

A  Study  of  Sentences  — Composition. 

The  Butterfly's  Baby. 

exercise. 

1.  The  butterfly  sips  sweet  juices  from  the  flowers' 
delicate  cups. 

2.  Her  greedy  baby  will  devour  green  leaves. 

3.  How  does  she  know  this  ? 

4.  She  always  fastens  her  eggs  to  the  right  plant. 
6.  In  a  week  or  two,  out  comes  baby  caterpillar.. 

6.  How  it  does  eat  and  grow  ! 

7.  Then  it  ties  itself  fast  with  silk  from  its  mouth,  and 


What  to  Do, — Explain  the  mark  at  the   end   of  each 
sentence. 


A  STUDY  OF  SENTENCES— COMPOSITION.  207 

Explain  the  use  of  (')  and  s  \Vi  flowers'. 
Find  the  chief  parts  of  each  sentence. 
Change   these  sentences  into  your   own   language,  and 
make  of  them  a  connected  story. 

LESSON     CXXI  I. 
A  Study  of  Sentences  — Composition. 

Wonderful  Things  Happen — The  Butterfly. 
exercise. 

1.  The  insect's  whole  body  is  now  made  over. 

2.  Finally  the  little  gray  case  stirs  and  breaks. 

3.  Two  bright  eyes  look  out  on  this  queer  world. 

4.  The  whole  body  is  dragged  out. 

5.  The  closely  folded  wings  open  little  by  little  and 
harden  in  the  sun. 

6.  Oh,  what  a  glorious  creature ! 

7.  Away  it  soars  among  the  sunbeams. 

8.  Have  you  ever  seen  a  cocoon  or  chrysalis  open  ? 

What  to  Do. — Find  the  chief  parts  of  the  sentences 
above. 

Which  group  of  words  has  no  verb  ? 

Change  the  language  above  into  your  own,  and  make  a 
connected  story. 

To  the  Teacher. — Pupils  may  be  exercised  in  finding  the  helping 
words  in  the  two  preceding  lessons. 

Both  oral  and  written  composition  lessons  are  here  suggested. 


208 


INTBODUCTORT  LANOVAQE   WORK. 


LESSON     CXXIIl. 

Hints  for  a  Composition. 

The  Dkagon-fly. 

Curious  creature  in  the  water — six  legs — no  wings — 

always    fierce    and 
hungry — crawls  up 
stem  of  water-plant 
— skin,  or  case,   gets 
dry  and  hard — splits 
open  on  the  back — 
new  insect  twists  out 
— wings  quiver  and 
spread  out,  fold  after 
fold  —  eyes,    wings, 
and    body    grow 
bright  and  beautiful 
in  the  sun — leaves  its 
linging — flashes   like   a 
^ht  back  and  forth  over 
the  pond — hungrier  than  ever — eats 
mosquitoes   and   other  insects  —  no 
sting  —  harmless  —  four  large,  lace- 
like wings  with  rainbow  colors — eyes 
like  flaming  jewels — beautiful  in  color,  shape,  and  motion. 

What  to  Do. — These  broken  sentences  will  help  you  to 
write  about  "The  Dragon-fly." 


THE   VERB— REVIEW.  209 


LESSON     CXXIV 

The  Verb— Review. 

EXERCISE. 

1.  On  one  side  a/re  trees. 

2.  Of  words  there  is  no  lack. 


3.  How  many  legs  has  each  of  these  insects  ? 

4.  ]Rot  one  in  twenty  comes  back. 

5.  There  are  only  ashes  left. 

6.  IS'either  of  you  has  guessed  it. 

7.  Near  the  mill  stand  some  old  poplar  trees. 

8.  Every  one  of  these  words  was  used. 

9.  l^ot  one  out  of  ten  persons  uses  this  word  right. 

10.  Of  what  use  are  study  and  books  ? 

11.  Two  weeks'  vacation  is  not  enough. 

12.  Three  hours'  rest  was  taken. 

13.  There  are  Jack  Wren  and  Jenny  Wren. 

14.  Here  is  Jack  Wren  and  Jenny  Wren's  nest. 

What  to  See  and  Do, — Notice  the  straight  line  under 
each  subject  and  the  wavy  line  under  each  verb. 

Read  each  sentence  and  put  the  subject  before  its  verb. 

Which  sentences  sound  better  with  the  subject  after  the 
verb  ? 

Show  that  each  word  in  italics  is  correct. 

Write  sentences  beginning  with  there  is,  there  are,  here 
is,  and  here  are. 
14 


210  mTBODUCTORY  LANGUAGE   WORK. 

To  the  Teacher. — Let  the  singular  and  the  plural  form  of  each 
verb  in  the  "  exercise  "  be  put  on  the  board  ;  then  dictate  the  sentences, 
leaving  the  pupils  to  supply  the  test  words  from  the  list  on  the  board. 

Let  the  pupils  see  that  ' '  Jack  Wren  and  Jenny  Wren^s  nest  "  shows 
that  both  have  the  same  nest,  and  that  '■^  Jack  Wren's  and  Jenny 
Wren's  nest"  shows  that  each  has  a  separate  nest.  So  with  "  Smith 
and  Brown's  store,"  and  "  Smith'' s  and  Brown's  store."  In  primary 
teaching  it  is  sometimes  better  to  bring  in  such  instruction  inciden- 
tally, anticipating  a  fuller  discussion  in  the  grammar  classes. 

LESSON     CXXV. 

Using  the    Right   Verb. 

EXERCISE. 

1.  I  shall  probably  go  to-morrow. 

2.  I  shall  be  glad  to  see  you. 

3.  I  will  get  it  for  you. 

4.  Shall  I  go  ? 

6.  J/ay  I  read  it  ?     You  may. 

6.   Can  I  read  it  ?     You  can  if  you  will  try. 

Y.  Jf ay  I  speak  to  you  ?     Yoa  may, 

8.  Will  you  teach  me  to  do  it  ? 

9.  Who  taught  you  to  do  it  i 
10.  You  ought  not  to  do  it. 

What  to  See, — Read  these  sentences  and  notice  the  use 
of  the  words  in  italics. 

In  the  first  and  the  second  sentence  the  speaker  simply 
tells  what  will  happen  in  the  future. 

It  would  be  wrong  to  use  will  with  /  in  such  sentences. 


ARRANGING  AND  JOINING  SENTENCES.  211 

In  the  third  sentence  the  speaker  promises. 

"Will  I?"  is  not  used;  for  a  person  does  not  ask 
others  whether  he  himself  is  willing. 

In  the  fifth  and  the  seventh  sentence  may  is  used  to 
ask,  and  to  give,  permission. 

It  would  he  wrong  to  use  can  to  ask,  or  give,  per- 
mission. 

In  the  sixth,  the  speaker  asks  whether  he  is  able. 

It  would  he  wrong  to  use  learn  /or  teach  in  the  eighth 
sentence,  or  learnt  for  taught  in  the  ninth. 

It  is  wrong  to  use  had  or  hadn't  hefore  ought. 

What  to  Do. — Make  sentences  showing  the  right  use  of 
the  words  in  italics. 

To  the  Teacher. — Find,  by  oral  or  written  exercises,  which  of  these 
words  your  pupils  use  incorrectly,  and  drill  accordingly. 

LESSON     CXXVK 

Arranging   and    Joining    Sentences. 

To  the  Teacher. — An  oral  lesson  should  precede  the  written. 

An  Old  Man^s  Story. 

We  sailed  toward  the  west.  We  bade  good-by  to 
friends.  We  left  our  homes.  Our  ships  cut  through  the 
waves.  They  bore  us  rapidly  over  the  water.  The  wind 
blew  steadily  from  the  east.  The  breeze  did  not  change. 
We  blessed  the  breeze.     Our  hearts  were  full  of  hope. 

Bidding  good-hy  to  friends^  we  left   our  homes^  and 


212  INTRODUCTORY  LANGUAGE   WORK. 

sailed  toward  the  west.  With  the  wind  hlowing  steadily 
from  the  east,  our  ships  cut  through  the  waves,  and  hore 
us  rapidly  over  ths  water.  Our  hearts  were  full  of  hope, 
and  we  hlessed  the  hreeze  that  did  not  change. 

What  to  See, — Notice  that  these  sentences  as  first  writ- 
ten are  not  properly  arranged. 

If  we  should  put  them  in  the  right  order,  and  make  no 
other  change,  our  story  would  still  be  *' jerky/' 

Find  how  they  are  put  together  in  the  second  group. 

Which  are  changed  to  phrases  ? 

Which  are  linked  together  by  connecting  words  ? 

Do  you  like  this  arrangement  better  ?     Why  ? 

What  to  J>o. — You  may  continue  this  story  by  putting 
together  properly  the  sentences  in  the  next  two  para- 
graphs. 

Hemember  that  there  is  danger  of  using  too  many 
ands,  or  other  connecting  tvordSf  and  of  joining  sen- 
tences that  should  he  separate. 

On  we  sped.  The  third  and  fourth  weeks  passed.  All 
was  sea.  Two  weeks  were  gone.  No  land  appeared. 
Our  men  grew  gloomy.  They  were  once  so  bold  and 
full  of  hope.     "  When  shall  we  see  our  homes  again  ?  " 

One  night  thick  clouds  hung  over  the  sea.  A  fierce 
storm  burst  upon  us.  The  waves  rose.  The  wind  came  in 
gusts.  We  drove  before  the  storm.  We  drove  for  three 
days  and  nights.     Then  the  rain  fell.     The  wind  ceased. 


ARRANGING  AND  JOINING  SENTENCES.  213 

To  the  Teacher. — In  these  lessons  let  the  oral  exercises,  as  far  as 
■  possible,  be  reviews. 

The  punctuation  of  the  paragraph  in  italics  may  be  noticed.  In  the 
next  paragraph  attention  may  be  called  to  the  correct  and  incorrect 
ways  of  writing  "the  third  and  fourth  weeks  "  (see  pages  191,  192), 
to  rnaking  the  direct  quotation  indirect,  etc. 

In  rearranging  and  joining  the  sentences,  get  from  the  pupils  a 
variety  of  forms. 

LESSON     CXXVII. 

Arranging  and  Joining  Sentences. 

Ak  Old  Mak^s  Story — Continued. 

To  the  Teacher. — An  oral  lesson  should  precede  the  written. 

One  of  our  men  pointed  to  a  bird.  It  was  flying  slowly 
overhead.  One  day  I  heard  a  shout.  I  had  never  seen 
so  welcome  a  sight.  The  bird  must  have  come  from 
land.     The  land  could  not  be  far  distant.     I  knew  that. 

One  day  I  heard  a  shout,  and  one  of  our  inen  pointed 
to  a  hird  flying  slowly  overhead.  I  had  never  seen  so 
welcome  a  sight ;  for  I  knew  that  the  hird  must  have 
come  from  land^  and  that  the  land  could  not  he  far 
distant. 

What  to  See, — Find  how  the  "sentences  of  the  first  group 
are  put  together  in  the  second. 

Tell  why  the  second  arrangement  is  better. 

What  to  Do, — Continue  the  story  by  putting  together 
properly  the  sentences  in  the  next  two  paragraphs. 


214  INTRODUCTORY  LANGUAGE   WORK. 

We  saw  no  land.  Three  days  passed.  There  were 
now  many  signs  of  it.  Weeds  floated  on  the  waves. 
Birds  were  on  the  wing. 

We  watched  till  the  dawn.  That  night  we  stood  on 
the  deck.  We  saw  a  long,  gray  line  of  coast.  It  was 
like  a  cloud  on  the  edge  of  the  sea.  With  what  shouts 
that  sight  was  greeted  !     With  w^hat  cheers ! 

LESSO  N     CXX  VI  II. 

Arranging  and  Joining  Sentences. 
To  the  Teacher. — An  oral  lesson  should  precede  the  written. 

Ajq"  Old  Mai^^s  Story — Continued. 

We  rowed  through  the  calm  waves.  We  left  the 
ship  in  our  boats.  We  leaped  on  shore.  We  kissed 
the  earth.     We  kneeled  down. 

We  left  the  ship  in  our  hoats  /  and^  rowing  through 
the  eahn  waves.,  we  leaped  on  shore,  and  kneeling  down, 
hissed  the  earth. 

What  to  See, — Tell  how  the  sentences  of  the  first  group 
are  put  together  in  the  second. 

What  to  Do, — Continue  the  story  by  putting  together 
the  sentences  in  the  next  two  paragraphs,  and  then  add 
what  you  wish. 

The  men  soon  came  round  us.  They  dwelt  in  the  New 
World.     Their  skins  were  dark.     They  led  us  to  a  large 


HINTS  FOR  A    COMPOSITION. 


215 


hut.  They  found  that  we  did  not  mean  to  hurt  or  wrong 
them.  The  hut  was  not  far  from  the  beach.  They  gave 
us  this  as  our  house  for  the  night. 

Nets  made  of  reeds  hung  from  the  walls  and  roof. 
The  hut  was  built  of  boughs,  canes,  and  trunks  of  trees. 
We  lay  down  in  these  nets.  We  slept  through  the 
night  peacefully. 

Such  was  the  story  of ,  who  left . 


LESSON     CXXIX. 

Hints  for  a  Composition. 

The  Frog. 

Which  legs  are  short  ?  Describe  the  hind  legs. 
Which  toes  are  webbed  ?  Is  the  frog  a  great  leaper  and 
swimmer  ?  Why  ? 
Which  toes  turn 
in  ?  Which  turn 
out  ?  What  more 
can  you  learn  from 
the  picture  1 

Glossy  green 
coat  —  light  vest 
and  trousers  — 
dives  into  mud — 
always  clean  — 
cold  weather — no  -.v-^^^- 

feathers,  fur,  nor  wool — goes  to  bed  in  the  mud — bottom 


216  INTRODUCTORY  LANGUAGE  WORK. 

of  pond — sleeps  all  winter — cozy  as  if  under  blankets— 
early  in  spring — sings  bass — frog  concerts  every  evening 
— sits  for  hours  basking  in  sun — what  you  have  seen  or 
heard. 

What  to  Do, — Let  these  '' hints  ^' help  you  to  make  a 
composition  about  "  The  Frog." 

Be  careful  not  to  make  your  sentences  too  long  or  too 
short.     Group  them  into  paragraphs. 

LESSON     CXXX. 

Hints  for  a  Composition. 

The  Toad. 

Rough,  warty  back — ^frog  smooth — toad's  hind  legs 
shorter — not  so  much  web — lives  on  land — baby  frog  and 
baby  toad  in  water  {tadpoles) — frog  likes  sunshine — toad 
seeks  shade — scratches  hole  to  sit  in — out  at  night — hunts 
insects  and  worms — gardener's  friend — curious  tongue 
like  frog — fast  to  front  part  of  jaw — free  end  turned 
back  into  mouth — tip  sticky — darts  out — touches  insect 
— ^has  him — worm  twice  as  long  as  himself — ^with  little 
hands  crams  in  wriggling  worm  bit  by  bit — all  in — big 
mouth  closes  with  snap — blinking  eyes — how  good  ! — 
cold  Aveather — goes  to  sleep — hole  in  the  ground. 

What  to  Do. — Use  these  ^'^  hints  ^'  to  help  in  making  a 
composition  about  '^The  Toad." 


A  STUDY  OF  SENTENCES.  217 

LESSON     CXXXl. 

A    Study    of   Sentences. 

1.  AVashington,  with  his  defeated  army,  was  in  the 
city  of  I^ew  York,  just  after  the  battle  of  Long  Island. 

2.  By  crossing  the  East  River  the  British  might  en- 
trap his  whole  army. 

3.  Some  brave,  cool-headed  man  must  enter  the 
enemy's  camp  and  learn  his  plans. 

4.  Captain  Kathan  Hale,  a  brilliant  and  handsome 
young  man,  came  forward  and  said,  "  I  will  undertake 
it." 

5.  On  his  way  back  to  Washington's  camp  Captain 
Hale  was  captured,  and,  soon  after,  was  hanged. 

6.  His  last  words  were,  "  I  only  regret  that  I  have  but 
one  life  to  lose  for  my  country." 

What  to  See  and  Do, — Copy  the  fourth  and  the  sixth 
sentence. 

Find  the  chief  words  in  the  other  sentences. 

Explain  the  capitals  and  punctuation  in  all  the  sen- 
tences. 

Find  what  changes  you  can  make  in  these  sentences 
without  changing  the  meaning. 

To  the  Teacher. — By  the  aid  of  easy  questions,  pupils  may,  perhaps, 
point  out  the  chief  parts  of  connected  clauses  and  note  how  they  are 
joined. 


218  INTRODUCTORY  LANOUAOE   WORK. 

LESSON     CXXXII. 

Composition. 

A  Hero  of  the  Revolution". 

What  to  Do, — Write  a  composition,  taking  for  your  sub- 
ject ''A  Hero  of  the  Revolution."  You  may  get  the  facts 
for  your  story  from  the  preceding  lesson,  or  elsewhere  ;  but 
use  your  own  language. 

LESSON     CXXXI  I  I. 

Hints  for  a  Composition  — Quotations. 

The  Tortoise  and  the  Hare — A  Fable. 

Hare  made  fun  of  tortoise — said  tortoise  had  slow  way, 
creeping  along — tortoise  asked  hare  to  race — hare  said 
tortoise  was  in  fun — agreed  to  race — asked  fox  to  mark 
bounds  and  give  prize — fox  showed  where  to  start,  how 
far  to  run — tortoise  lost  no  time — started  promptly — 
jogged  straight  on — hare  sure  he  could  win — lay  down 
— took  nap — awoke — ran  fast — came  to  end — tortoise 
already  there — what  we  learn  from  this. 

What  to  Do, — Write  this  fable  as  if  you  were  using  the 
exact  words  of  the  hare  and  the  tortoise. 

Get  up  a  lively  conversation  between  the  animals. 
Be  careful  to  use  quotation  marks  correctly. 


HINTS  FOR  A    COMPOSITION— QUOTATIONS.  219 

LESSON     CXXXIV. 

Hints  for  a  Composition —  Quotations. 

Trying  to  Please  Everybody. 

Man  and  son  driving  donkey  to  the  fair — met  troop  of 
girls,  talking,  laughing — one  cried  out — ever  see  such 
fools — trudge  on  foot — might  ride — man  put  son  on  don- 
key— group  of  old  men — one  said — respect  to  old  age 
these  days — idle  young  rogue  riding — father  has  to  walk 
— son  got  down — man  took  his  place — company  of 
women  and  children — several  tongues  at  once — lazy  old 
fellow — ride — poor  little  boy — hardly  keep  up — man 
took  boy  up  behind. 

What  to  Do, — Tell  this  story,  using  the  exact  language 
of  the  different  persons.     Use  quotation  marks  carefully. 

LESSON     CXXXV. 

Hints  for  a  Composition  —  Quotations. 

Trying  to  Please  Everybody — Continued. 

Almost  reached  town — townsman  asked  whether 
donkey  belonged  to  man — yes — should  have  thought  not 
— load  him  so  heavily — two  were  better  able  to  carry 
poor  beast — man  willing  to  do  anything  to  please — could 
try — tied  donkey's  legs  together — stout  pole — tried  to 
carry  him  on  shoulders — crowds  ran — laughed — bridge 
— donkey  kicked — tumbled  off  pole — drowned — man  and 


220 


INTRODUCTORY  LANGUAGE   WORE. 


son  went  home — tried  to  please  everybody — pleased  no- 
body— ^lost  donkey. 

What  to  Do, — Use  these  ^'  hints  ^^  to  finish  the  story  you 
began  in  the  preceding  lesson.     Use  quotations. 

LESSON     CXXXVl. 

Hints  for  a  Composition. 

The  Wasp — A  Mason. 

Insect — slender  body — three  parts — six  legs — two  feel- 
ers— four  thin  wings — wings  at  rest  lie  close  to  sides — 


what  you  may  see  in  the  picture — one  kind  a  mason — 
brought  mud  in  balls — clay  hut — closed  door  and  flew 
away — broke  in — found  baby — bodies  of  spiders  and 
flies — put  into  deep  sleep  by  sting — baby  hungry,  find 
plenty  of  food — baby,  first  an  egg — then  little,  soft 
worm  {larva) — spins  silken  cover  around  itself — sleeps 


HTNTS  FOR  A    COMPOSITION'. 


221 


{pupa) — legs    and   wings   grow — throws    off    clothes — 
breaks  out  of  house — full  grown  wasp. 

What  to  Do, — From  the  ''  hints"  here  given,  and  from 
what  you  know  about  mud  wasps,  make  a  composition. 


LESSON     CXXXVII. 

Hints  for  a  Composition. 
The  Wasp — A  Papermaker. 

One  kind  a  papermaker  before  man  learned — piece 
of  old  wood  — 
scrapes  off  bits 
like  thread  — 
wets  with  glue 
from  mouth  — 
rolls  into  a  ball 
— ^f  lies  home 
— spreads  ball 
out  thin — u  s  e  s 
tongue,  jaws,  and  feet — flat  feet  on  hind  legs  help  to 
lay  down  paper — little  paper  rooms  with  six  sides  like 
bees'  cells — one  room  for  each  baby — makes  wax — puts 
wax  lids  on  cells — makes  varnish  to  keep  cells  dry — 
some  hang  nests  in  trees — round  or  shape  of  top — 
hornet,  kind  of  wasp. 


What  to  Do,- 

papermakers. 


■Write  a  composition  about  these  little 


222  INTRODUCTORY  LANGUAGE  WORE. 

LESSON     CXXXVI  I  I  . 

Arranging  and  Joining  Sentences. 
A  Brave  Boy. 

A  little  boy  and  his  sister  were  playing.  The  shouts 
of  some  men  alarmed  them.  A  mad  dog  was  rushing 
toward  them.  The  boy  took  off  his  jacket.  He  wrapped 
it  around  his  arm.  He  boldly  held  out  the  covered  limb. 
The  dog  seized  the  arm  and  kept  worrying  at  it.  The 
men  came  up  and  killed  the  animal.  The  boy  was  not 
injured.  The  dog's  teeth  could  not  penetrate  the  thick 
folds.  One  of  the  men  asked  the  boy  why  he  did  not 
run  away.  The  man  said  that  the  boy  could  have 
escaped  easily.  The  brave  little  fellow  said  that  the 
dog  would  have  bitten  his  sister.  He  said  that  she  could 
not  run. 

What  to  Do. — These  sentences  seem  rather  bare,  and 
when  we  read  them  together,  the  story  hitches  along  un- 
pleasantly. 

You  have  learned  how  to  finish  such  sentences,  and  how 
to  join  them  in  various  ways. 

The  first  sentence,  for  instance,  does  not  tell  when  or 
where  the  children  were  playing.  Such  little  incidents  are 
left  for  you  to  fill  in. 

Tell  the  story  just  as  you  think  it  happened. 

In  telling  what  the  man  and  the  boy  said,  give  their 
exact  words,  that  is,  make  direct  quotations. 


HINTS  FOR  A    COMPOSITION.  223 

LESSON     CXXXIX. 

Hints  for  a    Composition. 

The  Dan^delion — A  Fable. 

Dandelion  did  its  best — bright  and  gay  all  day — happy, 
broad,  golden  face  not  admired — wonder  why  nobody 
likes  me— sadly — other  flowers  better  than  I — anybody 
ever  care  about  me — shall  I  shut  leaves  and  die — no,  no, 
— said  gentle  wind — passed  over — keep  on  hoping — just 
then  large  bee  buzzing — long  meadow  grass — rested  on 
dandelion — honey  in  its  heart — beautiful  flower — glad — 
found  you — golden  face  to  sun — I  have  not  lived  for 
nothing — each  of  us  can  do  some  good  to  somebody. 

What  to  Do. — Tell  this  fable,  and  make  it  as  bright  and 
interesting  as  possible. 

Represent  the  dandelion,  the  wind,  and  the  bee  as  talk- 
ing, and  use  their  exact  words,  as  you  imagine  them. 

Be  careful  to  put  in  the  quotation  marks,  commas,  and 
other  marks  that  are  here  omitted. 

How  many  denying  words  in  ''•I  have  not  lived  for 
nothing  "  ? 

Compare  this  with  ''  I  have  not  lived  for  anything,"  "I 
have  lived  for  nothing/'  and  ''I  have  lived  for  some- 
thing." 

What  mistakes  are  sometimes  made  with  such  words  J* 


224  INTRODUCTORY  LANOUAOE   WORK. 

LESSON     CXL. 

Hints  for  a  Composition. 

Bruce  and  the  Spider. 

King  Robert  Bruce  of  Scotland  had  fled  from  his 
country — hiding  in  hut — island — coast  of  Ireland — lost 
all  castles  but  one — left  queen  in  this — castle  fell  into 
hands  of  English — Bruce  in  great  despair — on  wretched 
bed — gave  up  all  hope — looking  up — spider  trying  to 
swing  from  one  beam  to  another  to  fasten  web — failed 
again  and  again — six  vain  attempts — king  interested — 
six  times  have  I  been  defeated — if  spider  succeeds  next 
time,  I  will  try  again — spider  succeeded — Bruce  fol- 
lowed its  example — persevering  spider — successful  king. 

What  to  Do.— Tell  the  story  of  "  Bruce  and  the  Spider" 
in  your  own  words. 

In  telling  what  Bruce  said  to  himself  use  indirect  quota- 
tions, that  is,  do  not  use  his  exact  words.  Remember  that 
no  quotation  marks  will  then  be  needed. 

LESSON     CXLI. 

Hints  for  a  Composition. 

The  Cricket. 

Jolly  little  fellow — short,  thick  body — black  and 
brown — shiny  black  head — front  wings,  thick  for  covers 


HINTS  FOR  A    COMPOSITION:  225 

— under  wings  fold  lengthwise — ^hind  legs  strong — great 
leaper — feelers  longer  than  body — Mr.  Cricket's  music 
all  night — please  Mrs.  Cricket — music  in  late  summer 
and  autumn  —  left 
wing-cover  is  the 
bow,  right  is  the  fiddle 
— 1  i  V  e  s  alone — field- 
cricket — hole  in  the 
ground  —  eats  vegeta- 
bles, animal  food,  woolen  clothes,  almost  anything — 
Dickens's  "  Cricket  on  the  Hearth " — what  you  know 
about  crickets. 

What  to  Do, — Get  what  hints  you  can  from  these  broken 
sentences,  and  make  a  composition  about  '"'  Crickets."' 

LESSON     CXLI  I. 
Hints  for  a  Composition. 

Two  Eeal  Friends. 

South  of  Italy — beautiful  island — Sicily — was  built 
famous  city  of  Syracuse — ruler  of  Syracuse,  cruel  tyrant 
— condemned  Pythias  to  death — privilege  of  going  home, 
seeing  family,  and  arranging  affairs — king's  condition 
was,  a  friend  should  take  the  place  of  Pythias — king, 
selfish  himself,  thought  no  friend  could  be  found — a  dear 
and  true  friend,  Damon,  came  forward  and  offered  him- 
self— king  surprised — Pythias  visited  home — started  to 
15 


226  INTRODTJCTOBY  LANGUAGE  WORK. 

return — met  wild  beasts — attacked  by  robbers — flood — 
broken  bridges. 

What  to  Do, — Tell  this  story  as  you  think  it  happened. 


LESSON     CXLI  I  I. 

Hints  for  a  Composition. 

Two  Real  Friends — Conti?med. 

King  visited  Damon  in  prison — your  friend  will  not 
return — ^if  possible,  O  King — I  have  no  family — love 
friend — easy  to  die  for  him — fatal  day — Damon  on  scaf- 
fold— crowd  looked  on,  hardly  breathing — sound  of  hoofs 
— horse  covered  with  foam,  galloping — it  is  he — it  is 
Pythias — a  loud  shout — off  his  horse,  on  the  scaffold,  in 
the  arms  of  Damon — ^my  friend,  Damon — do  your  duty, 
executioner — king  in  amazement — no — let  faithful  friend 
live — ^me,  if  worthy,  third  in  this  bond  of  friendship. 

What  to  Do, — Finish  the  story,  making  it  as  strong  and 
as  real  as  possible. 

You  will  need  some  exclamation  marks. 

LESSON     CXLIV. 

Hints  for  a  Composition. 
A  Noble  Revenge. 

Officer  struck  a  private — soldier  flushed — would  make 
him  repent  it — same  day — fierce  battle — enemy  carried 


HINTS  FOR  A   COMPOSITION. 


227 


off  flag — volunteers  to  recover  it — a  private  soldier  led — 
a  few  men  followed — a  gallant  attack — desperate  fight 
— came  back  with  the  torn  and  blackened  flag — an  officer 
met  them — found  the  leader — the  private  soldier  whom 
he  had  struck— officer  begged  to  be  forgiven — told  you 
— make  you  repent  it. 

What  to  Do, — Tell  this  story  as  you  think  it  happened. 


LESSON     CXLV. 

Hints  for  a  Composition. 
The  Little  Boatman. 

Little  insect — ^two  wings — 
sits  on  leaf — water — fastens 
eggs  together — makes  boat  of 
eggs — hatch  in  few  days — 
lively  little  creatures  in  the 
water — wrigglers — grown  in 
few  weeks — come  to  top  of 
water — sunny  day — skin  dries 
— little  canoe — splits  open — 
mosquito's  head — draws  himself  out — stands  in  his  boat 
— wings  dry  in  sun — flies  away — many  drown  getting 
out — food  for  fishes — others,  food  for  birds,  dragon-flies, 
etc. — what  you  know  about  mosquitoes. 


What  to  Do, 

boatman. 


-Write  the  story  of  this  very  queer  little 


228  INTRODUCTORY  LANGUAGE  WORK. 

LESSON    CXLVI. 
Hints  for  a  Composition, 

To  the  Teacher. — An  oral  lesson  is  here  suggested.  The  sentences 
may  be  studied  as  to  their  parts.  Pupils  may  state  the  facts  in  their 
own  language. 

A  RoMAX  Hero. 

1.  In  a  war  between  the  Romans  and  the  people  of 
Carthage,  Kegulus  fell  into  the  hands  of  the  enemy. 

2.  After  a  long  time  his  captors  sent  him,  with  some 
of  their  own  men,  to  Eome  to  ask  for  peace. 

3.  Before  starting  he  made  a  promise  to  return. 

4.  The  message  sent  by  his  masters  was  given  to  the 
Romans. 

6.  By  advising  peace  or  by  breaking  his  promise,  Reg- 
ulus  could  have  saved  his  life. 

6.  The  captive  warrior  kept  his  promise,  and  returned 
to  torture  and  death. 

What  to  Do, — Tell  the  story  of  Regulus  in  your  own 
language. 


LETTER- WEITINO.  229 


LESSON     GXLVl  1. 

Letter- Writing. 

Kinds  of  Note-paper. — The  three  chief  sizes  of  note- 
paper  are  known  as  commercial,  octavo,  and  billet. 

The  commercial  size,  the  largest,  is  for  long  letters  or  for 
men^s  use  generally  ;  the  octavo,  for  short  letters  and  or- 
dinary notes  ;  and  the  billet,  for  invitations  and  answers  to 
invitations. 

Unruled  white  paper  of  medium  thickness  and  good 
quality  is  preferred. 

Folding  and  Envelopes, — Commercial  note-paper  is 
generally  folded  twice — first  from  the  bottom,  then  from 
the  top — so  as  to  divide  the  length  of  the  page  into  three 
parts  nearly  equal. 

The  envelope  should  be  just  large  enough  to  receive 
easily  the  sheet  thus  folded. 

The  smaller  sizes  of  note-paper  are  usually  folded  but 
once^evenly  from  bottom  to  top — to  fit  envelopes  nearly 
square. 

Envelopes  should  be  of  the  same  color  and  quality  as  the 
paper. 

Letter-sheets. — Letter-sheets  of  different  sizes  are  used 
for  business  purposes.  They  are  generally  made  to  fit  the 
envelopes  by  folding  once  from  bottom  to  top,  and  twice 
the  other  way,  dividing  the  width  of  the  sheet  into  three 
parts  nearly  equal. 


230  INTRODUCTORY  LANGUAGE   WORK. 

Margins. — On  the  left  of  each  page  there  should  be  a 
margin  about  half  an  inch  wide,  varying  with  the  size  of 
the  paper  ;  and,  on  the  right,  the  edge  should  not  be 
crowded  nor  the  lines  uneven. 

A  margin  of  at  least  an  inch  should  be  left  at  the  top  of 
the  first  page.  If  the  letter  or  note  occupies  but  a  few 
lines  of  one  page,  it  should  begin  farther  down. 

Ink, — Use  black  ink. 

General  Directions, — Keep  your  lines  straight,  with 
equal  distances  between. 

Do  not  blot  your  paper,  or  soil  it  with  your  fingers. 
Press  in  all  folds  evenly. 

To  the  Teacher. — This  lesson  may  be  read  and  discussed  in  the 
class.  An  object  lesson  may  follow,  illustrating  the  different  sizes  of 
paper  and  envelopes,  and  the  methods  of  folding. 

Pupils  may  make  on  their  slates  outlines  of  note-sheets  and  envelopes, 
indicating  margins,  lines,  and  paragraphs.  The  margin  left  in  begin- 
ning a  paragraph  should  be  twice  the  width  of  the  margin  for  other 
lines. 

The  following  average  sizes  may  aid  in  the  object  lesson  or  the  slate 
work  : — 

Commercial  note,  7i^  x  4|^  inches  ;  envelope,  5^  x  ^^  inches.  Octavo, 
7  X  4i  inches  ;  envelope,  4f  x  3J  inches.  Billet,  6i  x  4  inches  ;  en- 
velope, 4i  X  3|  inches. 

LESSON     CXLVI  I  1  . 

Letter- Writing. 

Wrom  the  following  form,  learn  to  name   the  parts  of  a 
letter  : — 


[Heading.] 


[Salutation.] 

[Body  of  the  Letter.] 


[Complimentary  Close.] 


[Signature.] 
[Address.]  //  ^ 


^^^^^^^^^^-^^ 


[Superscription.] 


^T^N/jP 


C^?^?^C^^7<^^Z€Zy, 


232  INTRODUCTORY  LANGUAGE   WORK. 

What  to  Do, — You  may  use  the  form  above  and  write 
Edgar's  letter. 

Tell  about  a  serious  accident  that  happened  to  his  father 
and  mother  when  they  were  driving. 

LESSON     CXLIX. 

Letter- Writing. 


C^^^^^^^^^^^^^^^^^^/^^^^^'^^^!<^ 


(Q^^:.^^^^&^^_-^4^  ^    'f^. 


What  to  See, — Describe  the  letter-form  above. 
Notice   that    the    ^^  heading'-    and   the    '' address ''  are 
omitted. 

What  takes  the  place  of  the  *' heading''  ? 

What  to  Do, — Write  Anna's  letter. 

Begin  by  telling  when  Clara's  letter  was  received,  and 
then  tell  briefly  what  happened  during  the  week  past. 


BUSINESS  LETTERS.  233 


LESSON     CL 

Business  Letter. 


'e^^cf. 


,,,^^^^^,;^^^-^^^^-'^^^^^^^^:^^^^^^^y^^^^^'^^^^^ 


3 


/ 


( /^c:'z^>iJy. 


What  to  See  and  Do, — Copy  and  describe  this  letter. 


234 


INTRODUCTORY  LANGUAGE   WORK. 


Write  another  order,  in  your  own  name,  for  Dickens's 
"  Cricket  on  the  Hearth/'  Irving's  ''  Discovery  of  America 
by  Columbus/'  and  Parton's  "  Heroes  of  the  Eevolution." 


LESSON     CLI  .—Business  Letter. 


^^z^^^^n^. 


s. 


'^^^^/^:<^u?y^€Z^ 


v^^^^^^^^;^ 


BUSINESS  LETTERS.  235 

What  to  See  and  Do, — Copy  this  letter. 
Name  and  describe  each  part. 

How  does  Miss  Kent  show  these  strangers  that  she  is  to 
be  addressed  as  Miss,  not  Mrs.  ? 

Custom  does  not  allow  a  title  as  a  part  of  one^s  signature. 
Notice  that  in  a  bill  of  goods  the  names  of  the  articles 
begin  with  capitals. 

Write  to  your  grocer  for — 

5  lbs.  Java  Coffee. 

3  doz.  Florida  Oranges. 

8  oz.  Allspice. 

LESSON     CLI  I. 

Business   Letter. 

What  to  Do, — Write  to  some  bookseller  and  stationer  for — 
2  quires  of  Billet  Note-paper  (sample  inclosed). 
2  packages  of  Envelopes  to  match. 
1  doz.  Falcon  Pens. 
1  Eobinson  Crusoe,  School  Edition. 
1  Swiss  Family  Eobinson,  Cloth. 
Request  that  the  bill  be  sent  to  your  father.     Give  full 
directions. 

LESSON     CLII  I. 

Business  Letter. 
Copy  the  following  letter,  and  notice  every  part : — 


^/^^3 


G^, 


Cu^ 


-:^^^;^ 


(^^^^^C^ 


^^^,,<^;^^^^^^^.^^/^^^^^/^^^^^^:,^^^ 


Tr7i,««  fo  Do.— Write  to  7%e  Cenhiry  Co.,  33  East  17th 
Street,  New  York,  for  ^'  St.  Nicholas  '^  ($3). 


INFORMAL  NOTES.  237 


LESSON     CLIV 
Informal   Notes. 


■^■^e^^?>^>^>^^i^ 


^^^^. 


>^;^^^'^^^^^^^>^. 


c^. 


^?>^y^^7^ 


What  to  See  and  Do, — Copy  and  describe  this  note. 
Write  to  your  teacher,  telling  about  a  little  journey  you 
are  going  to  make. 

LESSON     CLV. 

Informal   Notes. 

Copy  the  following  notes,  and  tell  how  they  differ  from  the 
preceding  letter-forms : — 


Q^^;^:^^^!^/^;?^^?'^^^'^^^;  (P^ytr^ 


FORMAL  NOTES.  239 


LESSON     CLVI. 

Formal   Notes. 

Copy  these  formal  notes,  and  tell  how  they  differ  from  pre- 
ceding note-forms  and  letter -forms  : — 

INVITATION. 


/^  C^^^^^-i^t^  C^5^^ 


ACCEPTANCE, 


240  INTRODUCTORY  LANGUAGE   WORK. 


What  to  Bee  and  Do. — In  a  formal  note  you  speak  of 
yourself  as  you  would  of  another  person.  You  also  speak 
of,  not  to,  your  correspondent. 

In  writing  such  notes  be  careful  not  to  change  and  say  /, 
my,  etc. ;  you,  yours,  etc. 

Write  a  regret  and  give  a  reason  different  from  the  one 
in  the  model. 


LESSON     CLVII. 

Formal   Notes. 

What  to  Do, — Write  a  formal  note  inviting  some  Miss  or 
Master  to  a  garden  party  or  to  dinner. 

Write  a  '^  regret/"  with  a  reason  different  from  those 
mentioned  in  the  other  notes. 


HEADING,  SALUTATION,  AND   COMPLIMENTARY  CLOSE.    241 


ABBREVIATIONS. 

Find  in  the  preceding  letter-forms  abbreviations  for 
Michigan,  Washington,  North  Dakota,  Wyoming,  Dela- 
ware, Maryland,  Minnesota. 

Washington,  the  name  of  a  city,  should  not  be  abbre- 
yiated.     It  is  better  not  to  abbreviate  names  of  cities. 

Find  abbreviations  for  Messieurs  (gentlemen),  and  com- 
pany, dollars,  yards,  number,  pounds,  dozen,  ounces. 

LESSON     CLVIII. 

Heading,  Salutation,  and  Complimentary  Close. 

EXERCISE. 

China,  Kennebeck  Co.,  Me.,  Jan.  31,  '99. 

Indianapolis,  Ind.,  666  Hadley  Avenue, 
1899,  March  25. 

Aug.  7,  '99,  Meridian,  Miss. 

P.  O.  Box  115,  Topeka,  Kans.,  Feb.  28,  1899. 

What  to  Do. — From  the  lines  above  arrange  four  Head- 
ings to  illustrate  the  different  forms  given  on  pp.  80,  83, 
143,  146,  231,  233,  234,  and  236. 

EXERCISE. 

1.  Sir,  5.  My  dear  Sir, 

2.  Madam,  6.  Dear  Miss  Field, 

3.  Dear  Sir,  7.  Dear  Mrs.  Wood, 

4.  Dear  Madam,  8.  My  dear  Mr.  Gray. 

16 


242  INTRODUCTORY  LANGUAGE   WORK. 

1.  Yours  truly,  5.  Very  sincerely  yours, 

2.  Truly  yours,  6.  Cordially  yours, 

3.  Yery  truly  yours,  7.  Most  cordially  yours, 

4.  Sincerely  yours,  8.  Ever  faithfully  yours. 

What  to  See  and  Do, — Notice  that  the  forms  at  the 
beginning  of  each  list  are  for  strangers,  and  that  those 
farther  on  are  for  acquaintances  and  friends. 

The  Salutation  and  the  Complimentary  Close  should  be 
fitted  to  each  other.  You  would  not  begin  a  letter  with 
Sir,  and  close  with  Ever  faithfully  yours. 

Select  four  forms  of  Salutation,  and  find  for  each  a  suit- 
able Complimentary  Close.  * 

Show  the  proper  position  for  these,  using  a  line  to  repre- 
sent the  Body  of  the  Letter. 

Examine  the  letters  and  letter-forms  given  in  your  book, 
and  describe  the  Salutations  and  forms  of  Complimentary 
Close. 

LESSO  N    C  LIX. 
Body  of  the   Letter  and   Signature. 

Hints, — Do  not  begin  a  letter  with  such  unnecessary 
words  as,  *'  I  now  take  my  pen  in  hand,''  or  ''  I  now  sit 
down  to  write  you  a  few  lines.'' 

Let  letters  to  friends  be  easy,  ''  talking  letters,"  giving 
information  that  you  think  will  be  most  welcome. 

In  business  letters,  get  directly  at  your  work.  State 
your  points  very  clearly,  and  arrange  them  orderly. 


BODY  OF  THE  LETTER  AND  SIGNATURE.  243 

In  replying  to  a  letter,  acknowledge  its  receipt,  and  be 
careful  to  answer  all  its  questions. 

Signatures  should  be  very  plain. 

Do  not  sign  pet  names  in  writing  to  strangers  or  mere 
acquaintances. 

Titles  are  not  used  with  Signatures,  but  a  lady  may  put 
Miss  or  Mrs.y  inclosed  in  curves,  before  her  name,  to  show 
a  stranger  how  she  is  to  be  addressed. 

If  the  Heading  of  your  letter  does  not  show  where  you 
wish  the  answer  sent,  write  your  directions  under  your  Sig- 
nature, thus — 

James  Russell  Johnson, 

Englewood,  N.  J. 

Or  your  directions  may  be  given  at  the  bottom  of  your 
letter,  thus — 

Please  direct  the  answer  to 
Shelby, 

Cleveland  Co.,  N.  G. 

EXERCISE. 

Your  most  welcome  letter  reached  me 


You  will,  I  am  sure,  be  happy 


to  hear 


244  INTRODUCTORY  LANGUAGE   WORK. 


Your  kind  favor  of  May  30th  was 
duly  received  . 


What  to  Do. — You  may  add  other  lines  to  the  three 
letters  here  begun,  and  use  with  each  a  Salutation,  a  Com- 
plimentary Close,  and  a  Signature,  to  illustrate  what  has 
been  taught. 

Get  what  hints  you  can  from  the  different  forms  in  your 
book. 

LESSON     CLX. 

Address  and  Superscription. 

Hints. — The  Address  of  the  one  written  to  is  generally 
given  at  the  head  of  a  business  letter.  It  is  commonly 
omitted  from  familiar  letters.  If,  however,  a  letter  is  im- 
portant, this  "^  inside  address "  should  appear,  as  an  ele- 
ment of  safety.*  ^ 

It  is  the  same  as  the  address  on  the  envelope. 

The  address  on  the  envelope  is  called  the  Superscription. 

Pet  names  or  nicknames  should  not  be  used  here. 

The  Superscription  should  be  put  on  the  envelope  neatly 
and  tastefully. t 

*  Letters  are  sometimes  opened  by  the  wrong  person,  and  the  envelopes  destroyed. 
A  letter  may  be  lost  after  being  taken  from  the  envelope.  These  and  similar  acci- 
dents could  be  remedied  by  the  address  in  the  letter. 

t  Many  prefer  to  omit  punctuation  after  the  different  parts  of  a  Superscription. 
These  parts,  it  is  said,  are  suflSciently  separated  by  their  position. 

The  same  reason  could  be  given  for  omitting   punctuation  after  the   Salutar 


ADDRESS  AND  SUPERSCRIPTION.  245 

Have  the  open  edge  of  your  envelope  from  you  when  you 
write,  or  your  Superscription  will  be  upside  down. 

Put  your  stamp,  right  side  up,  on  the  upper  right-hand 
corner,  leaving  a  small  margin  around  it. 

EXERCISE. 

The  Rev. 

Asa  J,  Hodge^  D.D., 

Yankton, 

8.  Dak, 


Master  Samuel  Ames, 

Care  of  Ahram  Afnes,  Esq., 
Virginia  City, 
JVev, 


Mr.  Edgar  E.  Clay, 

Leeshurg, 

Ya. 
Loudoun   Co. 


tion,  after  the  Complimentary  Close,  at  the  end  of  a  paragraph,  and  in  many  other 
instances  where  custom  requires  its  use. 

We  think  it  better  to  let  the  pupils  use  the  comma  and  the  period  on  envelopes  as 
elsewhere,  to  prevent  confusion,  if  for  no  other  reason. 


24:6  INTEODUCTOET  LANGUAGE  WOEK. 

E-ev.  Mr.  Hawthorne,  Birmingham,  Ala., 
P.  O.  Box  80. 

Miss  Flora  T.  Lyon,  22  Peachtree  St., 
Atlanta,  Ga. 

Mrs.  David  B.  Dana,  99  Boulder  Av., 
Helena,  Mont. 

Dr.  Morgan  P.  Gray,  Odd  Fellows  Build- 
ing, Portland,  Oreg. 

Prof.  Clarence  Cox,  776  Logan  Av., 
Denver,  Colo. 

Messrs.  Seth  S.  Scott  &  Co.,  Cooper, 
Delta  Co.,  Tex. 

Benjamin  F.  Blake,  Esq.,  Phenix,  Kent 
Co.,  E.  L 

What  to  See  and  Do. — Eeview  what  is  said  about  ad- 
dresses, titles,  etc..  Lessons  XXXIL,  XXXIIL,  XXXIV., 
XXXV.,  LXXHL 

Examine  the  Superscriptions  given  on  pp.  82,  85,  144, 
148,  231. 

Draw  the  outlines  of  envelopes,  and  write  the  ten  ad- 
dresses above  in  the  form  of  Superscriptions. 

In  the  three  preceding  lessons  find  the  abbreviations  for 
Maine,  Indiana,  Mississippi,  Kansas,  New  Jersey,  North 
Carolina,  South  Dahota,  Nevada,  Virginia,  Alabama, 
Georgia,  Montana,  Oregon,  Colorado,  Texas,  Rhode  Island, 
post  office. 


FRIENDLY  AND  BUSINESS  LETTERS.  247 

LESSON     CLXI, 
Friendly  Letter. 

What  to  Do, — Write  to  a  friend,  and  express  your  thanks 
for  an  offer  to  lend  you  books. 

You  may  say  that  you  would  like  to  read  '^  Five  Little 
Peppers,  and  How  They  Grew/''  by  Margaret  Sidney ; 
*'  Alice^s  Adventures  in  Wonderland/^  by  Lewis  Carroll  ; 
and  "  Doings  of  the  Bodley  Family/'  by  Horace  E.  Scudder. 

Tell  your  friend  what  books  you  will  offer  in  return. 

LESSON     C  LX  I  I. 

Business   Letter. 

What  to  Do, — Write  to  Messrs.  Harper  and  Brothers, 
Franklin  Square,  New  York  City,  and  ask  them  to  change 
the  address  of  your  "  Harper^s  Young  People.^'  Give  your 
old  address  and  your  new  address. 

In  the  same  letter  order  ^'  Harper's  Magazine  "  ($4)  and 
''Harper's  Bazar"  ($4).  Have  them  sent  to  different  per- 
sons.    Give  each  address  in  full. 

LESSON     CLXI  I  I. 

Friendly   Letter. 

What  to  Do, — Write  to  a  member  of  your  family  and  de- 
scribe a  real  or  imaginary  journey  through  important  places. 

If  you  have  not  taken  the  journey,  learn  from  the  geog- 
raphy or  from  your  friends  what  you  can  about  the  places. 


248  INTRODUCTOBT  LANGUAGE  WORK. 

LESSON     C  LXI  V. 

Friendly   Letter. 

What  to  Do, — Write  from  some  city  and  invite  a  friend 
living  in  the  country  to  spend  the  Christmas  holidays  with 
you. 

Tell  what  sights  and  entertainments  your  city  will  offer. 

To  the  Teacher. — Letter-writing  will  be  the  only  form  of  composi- 
tion practiced  by  a  majority  of  your  pupils  after  they  leave  school. 

The  importance  of  this  subject  is  evident. 

Much  care  should  be  taken  to  cultivate  neat,  tasteful  habits  in  all 
the  forms  and  details  of  this  work. 

Additional  Liessons. 

Various  subjects  will  present  themselves  for  additional  work  in 
letter-writing. 

To  give  an  orderly  account  of  the  events  of  the  day  or  the  week  ;  or 
a  special  account  of  a  day  by  the  sea,  a  day  in  the  mountains,  a  day  on 
the  farm,  a  visit  to  the  city,  an  excursion,  a  picnic,  a  pleasant  walk, 
etc.,  will  make  profitable  exercises. 

Dictation  —  Revie^vs. 

The  letters  and  letter-forms  given  for  models  may  be  written  from 
dictation  till  the  pupils  learn  the  forms  perfectly. 
Frequent  and  thorough  reviews  should  be  given. 


Outlines  of  Stories  for  CoMPosiTioNa 
LESSON     CLXV. 

Two  Wise  Goats. 

J.   Two  goats  meet  on  a  narrow  ledge. 
2.  A  steep  rock  and  a  deep  chasm. 

5.  One  goat  lies  down. 

Jf..   The  other  passes  over  him  and  hounds  away. 

6.  Suppose  they  had  quarreled. 

LESSON     CLXVl. 

The  Strength  of  a  Kind  Word. 

1.  A  heavily  loaded  cart. 

2.  The  whipping  of  the  horse. 

5.  His  former  master.     *'  Co^ne,  Boh!" 

J/..   The  horse's  looh.     ^' Anything  for  you." 

6.  Started  the  load)  trotted  on  hrishly. 


250  INTRODUCTOBT  LAXOUAOE  WORK. 

LESSON     CLXVI  I. 

Be  Careful  about  Small  Matters. 

"  For  want  of  a  nail  the  shoe  was  lost. 
For  want  of  the  shoe  the  horse  was  lost. 
For  want  of  the  horse  the  rider  was  lost. 
For  want  of  the  rider  the  battle  tvas  lost. 
For  want  of  the  battle  the  Jcingdom  was  lost." 

LESSON     CLXVI  II. 

The  Sailor  and  the  Birds. 

1,  An  English  sailor  freed  from  a  French  prison. 
^.  Met  a  bird-dealer  on  London  Bridge, 
3,  Bought  all  the  birds. 
4'   Opened  the  cage  door. 

5.  Dealer  scolded,  sailor  laughed. 

6.  "  If  you  had  been  -a  prisoner " 

LESSON     CLXIX. 

Obeyij^g  Promptly. 

1.  A  switchman's  boy  playing  between  the  rails. 

2.  In  danger  from  two  approaching  trains. 

3.  To  go  to  his  rescue  would  cause  a  collision. 
Jf..  Father  shouted,  "  Lie  down!" 

5.  Boy  was  accustomed  to  obey  promptly.     Saved. 


OUTLINES  OF  STORIES  FOB   COMPOSITIONS.  251 

LESSON    CLXX. 

Taken  at  his  Word. 

1,  A  punctual   merchant  gave  a   mechanic  an  order  for 

work. 

2.  "  Will  he  done  Thursday  if  I  am  living." 

5.  Did  not  come.     Man's  death  put  in  the  paper. 
Jf..  Man  goes  to  printer. 

6.  Is  sent  to  merchant.     Surprised  to  see  tnan  alive. 

LESSON     CLXXl. 

A  Proud  Corporal  Puj^ished. 

1.  Soldiers  raising  a  heavy  team. 

2.  The  Corporal  shouts ,  hut  gives  no  help. 

3.  A  man  asks  why.     ^^  I  am  a  Corporal.'^ 
Jf.  The  man  lifted  with  the  soldiers. 

6.   Good  day,  Mr.  Corporal.      When  help  is  wanted  again, 
send  for  Washington, 

LESSON     CLXXI  I. 

The  Lioit  a.^t>  the  Mouse — A  Fable. 

1.  A  lion  is  sleeping.     A  mouse  wakes  him. 

2.  The  mouse  begs  for  his  life.     "  May  do  you  a  kindness 

some  time." 

3.  The  lion,  caught  in  a  net,  roars.     The  mouse  gnaws  the 

ropes. 

4.  Small  things  may  he  worth  attention. 


252  INTRODUCTORY  LANGUAGE   WORK. 

LESSONCLXXIII. 

The  Blacksmith's  Shop. 

1,  Describe  the  Uachsmith. 

2.  His  work. 

S.  Fire,  bellows. 

Jf.  Anvil,  hammer,  tongs,  v) at er -trough. 

5.    The  children  coming  home  from  school. 

LESSO  N     CLXXI  V. 

A  Noble  Man. 

1.  The  bridge  at  Verona  swept  aivay, 

2.  People  on  the  middle  pier. 

S.   The  Prince  offered  a  large  sum  of  mooiey. 

Jf.  A  young  workingman   seized  a   boat,  and  rescued  the 

people. 
5,   "  Here  is  your  moruey.''     ''  I  do  not  sell  my  life." 

LESSO  N     C  LXXV. 

The  Three  Coachmen. 

1.  An  elderly  gentleman  advertised  for  a  coachman.      Three 

men  came. 

2.  "^  Hotv  near  can  you  drive  to  the  edge  of  a  precipice  9  "^ 

^'  Within  a7i  inch." 
S.   ^^  How  near  can  you  drive  V     "Within  half  an  inch  ; 

have  done  it  often." 
J/.,   *' Well,    my    man,     how    near — f"       "Never    tried; 

shouldn't  care  to."     "  You're  the  sort  of  man  " 


OUTLINES  OF  STORIES  FOR  COMPOSITIONS.  253 

LESSON     CLXXVl. 

The  Carpenter's  Shop. 

1.  Work. 

2.  Bench,  planes,  chisels,  hammers,  mallets,  adz,  gimlets, 

saws,  rule. 
S.   Compare  hlachsmith  and  carpenter. 

LESSON     C  LXXVM. 

The  Wind  and  the  Sun — A  Fable. 

1.  Dispute  lohich  is  stronger. 

2.  Which  can  first  mahe  a  traveler  take  off  his  cloak. 

S.   The  wind  bleto  furiotisly.     The  traveler  held  his  cloak 
tighter. 

4.  TJie  sun  shone.     The  traveler  threw  off  his  cloak. 

5.  Kindtiess  often  better  than  force, 

LESSON     CLXXVIII. 

Cruelty  to  Animals. 

1.  Animals  can  feel. 

2.  How  would  you  like  the  treatmcfit  9 

3.  "  Do  unto  others "" 

4.  Story  to  show  that  animals  are  sometimes  grateful. 


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